dragon 3
Transcript of dragon 3
Copyright © 2009 by The McGraw-Hill Companies, Inc. All rights reserved.McGraw-Hill/Irwin
Employee Motivation: Foundations
and Practices
Chapter FiveChapter Five
Courtesy Sarova Panafric Hotel
Copyright © 2009 by The McGraw-Hill Companies, Inc. All rights reserved.McGraw-Hill/Irwin
Sarova Panafric Hotel general manager David Gachuru (shown in photo giving an award to employee Matayo Moyale) motivates employees with good old-fashioned praise and recognition.
Motivating Staff atSarova Panafric Hotel
Motivating Staff atSarova Panafric Hotel
Courtesy Sarova Panafric Hotel
5-3
Motivation Defined
The forces within a person that affect the direction, intensity, and persistence of voluntary behavior
Motivated employees are willing to exert particular level of effort (intensity), for a certain amount of time (persistence), toward a particular goal (direction)
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Drives and Needs
Drives (also known as: primary needs, fundamental needs, innate motives) Drives are neural states that energize individuals to
correct deficiencies or maintain an internal equilibrium Drives are prime movers of behavior by activating
emotions, which put us in a state of readiness to act
Self-concept, social norms, and past experience
Drives(primary needs)
NeedsDecisions
and Behavior
5-5
Drives and Needs
Needs Needs are goal-directed forces that people experience Drive-generated emotions directed toward goals Goals formed by self-concept, social norms, and
experience
Self-concept, social norms, and past experience
Drives(primary needs)
NeedsDecisions
and Behavior
Refer to textbook, page 92
5-6
Self-actual-ization
Physiological
Safety
Belongingness
Esteem/ self and others
Seven categories capture most needs
Five categories placed in a hierarchy
Need toknow
Need for beauty
Maslow’s Needs Hierarchy Theory
Developed by Abraham Maslow in 1940s
5-7
Maslow’s Hierarchy of Needs
Opportunities for growth development, problem solving, creativity
Training, recognition, high status, increased responsibilities
Work groups, clients, coworkers, supervisors
Working conditions, employment security, pay, and benefits
Self- Actualization
Esteem(self and others)
Belonging and Love
Safety and Security
Physiological Needs(air, food, drink, shelter, sleep, sex)
Education, religion, personal growth
Approval of family, friends, community
On the JobOff the Job
Family, friends, community groups
Freedom from war, pollution
5-8
Maslow’s Needs Hierarchy Theory
We are motivated simultaneously by several needs, but the lowest unmet need has strongest effect
As the person satisfies a lower level need, the next higher need in the hierarchy becomes the primary motivator
Self-actualization -- a growth need because people desire more rather than less of it when satisfied
Self-actual-ization
Physiological
Safety
Belongingness
Esteem
Need toknow
Need for beauty
Refer to textbook, page 93
5-9
Evaluating Maslow’s Theory
Lack of support for theory
Maslow’s needs aren’t as separate as assumed
People progress to different needs
Needs change more rapidly than Maslow stated
Self-actual-ization
Physiological
Safety
Belongingness
Esteem
Need toknow
Need for beauty
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What’s Wrong with Needs Hierarchy Models?
Wrongly assume that everyone has the same needs hierarchy (i.e. universal)
Instead, each person has a unique needs hierarchy Shaped by our self-concept -- values and social identity
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Learned Needs Theory
David McClelland argued that drives are innate
Needs are shaped through self-concept, social norms, and past experience
Therefore, needs can be “learned” (i.e. strengthened or weakened through experience)
McClelland examined three of these ‘learned’ needs i.e. need for achievement, need for affiliation, and need for power
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Three Learned Needs
Need for achievement (nAch) Values competition against a standard of excellence; Want reasonably challenging goals
Need for affiliation (nAff) Desire to seek approval, conform to others wishes Avoid conflict and confrontation
Need for power (nPow) Desire to control one’s environment (others) Personalized power (advancing personal interests)
versus socialized power (helping others)
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Four-Drive Theory
Drive toBond
Drive toLearn
• Drive to form relationships and social commitments• Basis of social identity and cooperation
• Drive to satisfy curiosity and to know and understand ourselves and the environment around us
Drive to Defend
• Need to protect ourselves physically and socially• Reactive (not proactive) drive• Basis of fight or flight
Drive to Acquire
• Drive to seek, take, and control objects and personal experiences• Basis of competition and status
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Four Drive Theory of Motivation
Mental skill set uses social norms, personal values, and experience to translate competing drives into needs and effort
Drive to Acquire
Social norms
Drive to Bond
Drive to Learn
Drive to Defend
Personal values
Past experience
Mental skill set resolves competing
drive demands
Mental skill set resolves competing
drive demands
Goal-directedchoice and effort
Goal-directedchoice and effort
Copyright © 2009 by The McGraw-Hill Companies, Inc. All rights reserved.McGraw-Hill/Irwin
Expectancy Theory of Motivation
Employee Motivation: Foundations and Practices
Employee Motivation: Foundations and Practices
5-16
Increasing E-to-P-to-O Expectancies
Used to provide clear guidelines for improving employee motivation through recommendations for each of the theory’s components:Increasing E-to-P Expectancies Assuring employees have the necessary competencies Person-job matching Provide role clarification (perception ) and sufficient
resources through effective communication and feedback
Increasing P-to-O Expectancies Measure performance accurately More rewards for good performance Explain how rewards are linked to performance
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E-to-PExpectancy
P-to-OExpectancy
Outcomes& Valences
Outcome 1+ or -
Effort Performance
Outcome 3+ or -
Outcome 2+ or -
Expectancy Theory of Motivation
Copyright © 2009 by The McGraw-Hill Companies, Inc. All rights reserved.McGraw-Hill/Irwin
Goal Setting and Feedback
Employee Motivation: Foundations and Practices
Employee Motivation: Foundations and Practices
5-19
Effective Goal Setting
Goal setting is the process of motivating employees and clarifying their role perceptions by establishing performance objectivesIt increases employee performance in two ways: (1) by stretching the intensity and persistence of effort and (2) by giving employees clearer role perceptionsEffective goals must meet six conditions:
What are SMART goals?
Specific
Relevant Challenging
Specific
Relevant Challenging
Commitment Participation Feedback
Commitment Participation Feedback
Refer to textbook, page 100
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Characteristics of Effective Feedback
EffectiveFeedbackEffective
Feedback
SpecificSpecific
RelevantRelevant
TimelyTimely
CredibleCredible
FrequentFrequent
Refer to textbook, page 100
5-21
Evaluating Goal Setting and Feedback
Goal setting is one of the most respected theories in terms of validity and usefulness
Goal setting/feedback limitations: Focuses employees on measurable performance
(quantity vs. quality of output) Tied to pay - employees motivated to set easy goals
Copyright © 2009 by The McGraw-Hill Companies, Inc. All rights reserved.McGraw-Hill/Irwin
Organizational Justice
Employee Motivation: Foundations and Practices
Employee Motivation: Foundations and Practices
5-23
Elements of Equity Theory
Equity theory: a theory that explains how people develop perceptions of fairness in the distribution and exchange of resources. It has three elements: Outcome/input ratio
— comparing own outcome/input ratio to that of others— inputs -- what employee contributes (e.g., skills, effort,
experience)— outcomes -- what employee receives (e.g., pay, benefits,
promotion) Comparison other
— person/people against whom we compare our ratio— The comparison other may be another person in the same job,
another job, or another organization Equity evaluation
— People develop feelings of equity or inequity by comparing their own outcome/input ratio with the comparison other’s ratio
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Correcting Inequity Feelings
Reduce our inputs Less organizational citizenship
Increase our outcomes Ask for pay increase
Increase other’s inputs Ask coworker to work harder
Reduce other’s outcomes Ask boss to stop giving other preferred treatment
Change our perceptions Start thinking that other’s benefits aren’t really so valuable
Change comparison other Compare self to someone closer to your situation
Leave the field Quit job
Actions to correct inequity Example
Refer to textbook, page 102
Copyright © 2009 by The McGraw-Hill Companies, Inc. All rights reserved.McGraw-Hill/Irwin
Job Design and Empowerment
Employee Motivation: Foundations and Practices
Employee Motivation: Foundations and Practices
5-26
Job Design
Some jobs have very few tasks and usually require little skills and effort.
Other jobs are complex and require years of learning.
The challenge (organization's goal) is to find the right combination of tasks to perform the job effectively yet employees are motivated and engaged. This challenge requires careful job design
Job design is the process of assigning tasks to a job, including the interdependency of those tasks with other jobs
5-27
Job Specialization
Dividing work into separate jobs that include a subset of the tasks required to complete the product or service (e.g. manufacturing orgs. and call centers)
Why would companies divide work into such tiny bits? The answer is that job specialization improves work efficiency because: employees have fewer tasks to perform and therefore
spend less time changing activities, so less time is needed to complete the job
employees require fewer physical and mental skills to accomplish the work, so less time and resources are needed for training
employees practice their tasks more frequently, so jobs are mastered quickly
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Advantages Disadvantages
Evaluating Job Specialization
Less time changing activities
Lower training costs
Job mastered quickly
Better person-job matching
Job boredom
Higher absenteeism/turnover
Lower work quality
Lower motivation
5-29
Job Enrichment
Giving employees more responsibility for scheduling, coordinating, and planning one’s own workPeople in enriched jobs experience higher job satisfaction and work motivation, along with lower absenteeism and turnoverTwo ways can be used to increase Job enrichment:
1. Combining interdependent tasks into one job
Stitching highly interdependent tasks into one job. For example, teachers perform all tasks related to teaching
2. Establishing client relationships Getting employees directly responsible for specific
clients Communicate directly with those clients
5-30
Dimensions of Empowerment
Meaning
Competence
Employees care about their work and believe their work is important
Employees have feelings of self-efficacy and are confident about their abilities to perform their job effectively
ImpactEmployees feel their actions and decisions influence organization’s success
Self-determination
Employees feel they have freedom, independence, and discretion over their tasks
Empowerment is a psychological concept in which people experience more self-determination, meaning, competence, and impact regarding their role in the organization
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Supporting Empowerment
Individual factors Employees must possess required competencies
to be able to perform the work
Job design factors Autonomy, task identity, task significance, job
feedback
Organizational factors Resources, learning orientation, trust
Refer to textbook, page 107
5-32
Workmotivation
Growthsatisfaction
Generalsatisfaction
Workeffectiveness
Job Characteristics Model
Feedbackfrom job
Knowledgeof results
Skill varietyTask identity
Task significanceMeaningfulness
Autonomy Responsibility
Individualdifferences
CriticalPsychological
States
Core JobCharacteristics Outcomes
Refer to textbook, pages 104-105