This slideshow was used to present the topic during our online class in the graduate school. The presenter does not claim any ownership of the contents of the slide show.

1. EMPLOYEE
MOTIVATION
PRESENTED BY:
JULIFE B. TEBIA
MM STUDENT

2. MOTIVATION- INSPIRING THE PERSONNEL/
WORKERS/ EMPLOYEES WITH AN ENTHUSIASM TO
WORK FOR THE ACCOMPLISHMENT OF OBJECTIVES
OF THE ORGANIZATIONS
• The Concept of Motivation plays an important role in analyzing and explaining
the behavior.
• Unsatisfied need- starting point of motivation process and becomes the primary
connection in the chain of events leading to behavior. The unsatisfied need leads
the individual to execute behavior to satisfy the need
• The ideal approach to motivate a person is to know his individual needs first then
present him a reward that either “helps him continue the favorable status he used
to live in or present him a reward that would permit him to get away from the
poor condition he used to live in

3. CONTENT APPROACHES
- Center on the factors within the individual which
rejuvenate, direct, sustain and stop behavior. These
approaches try to determine the particular needs
that motivate or inspire people which have an
influence on managerial practices

4. MASLOW’S HIERARCHY OF NEEDS
• Need (Maslow)- is a physiological or psychological deficiency that a person feels the
compulsion to satisfy. This need can create tensions that can influence a person’s work
attitudes and behaviors
• PREMISE: ONLY AN UNSATISFIED NEED CAN INFLUENCE BEHAVIOR, A SATISFIED
NEED IS NOT A MOTIVATOR
• deficit principle- a satisfied need no longer motivates behavior because people act to
satisfy deprived needs.
• progression principle- the five needs he identified exist in a hierarchy, which means
that a need at any level only comes into play after a lower- level need has been
satisfied.

5. ABRAHAM
MASLOW’S
HIERARCHY
OF NEEDS

6. ALDEFER’S ERG THEORY
•This theory of Clayton Aldefer is built upon
Maslow’s hierarchy of needs theory but
Aldefer collapses Maslow’s five levels of
needs into three categories.

7. ALDEFER’S
ERG THEORY

8. ALDEFER’S ERG THEORY
• This theory/ approach proposes that unsatisfied needs motivate behavior, and
that as lower- level needs are satisfied, they become less important. Higher level
needs, though, become more important as they are satisfied, and if these needs
are not met, a person may move down the hierarchy, which Aldefer calls the
frustration- regression principle.
• Frustration- regression principle- an already satisfied lower level need can
become reactivated and influence behavior when a higher level need cannot be
satisfied.
• Managers should provide opportunities for workers to capitalize on the
importance of higher level needs.

9. HERZBERG’S TWO- FACTOR THEORY
• Hygiene factors- salary, job security, working conditions, organizational
policies and technical quality of supervision- these can cause dissatisfaction if
they are missing. It determine dissatisfaction.
• Satisfiers or motivators- responsibility, achievement, growth opportunities
and feelings of recognition are the key to job satisfaction and motivation. Ex.
Managers can find out what people really do in their jobs and make
improvements, thus increasing job satisfaction and performance. Determine
satisfaction.
• Managers need to ensure that hygiene factors are adequate and then build
satisfiers into jobs

11. MCCLELLAND’S LEARNED NEEDS THEORY

12. MCCLELLAND’S LEARNED NEEDS THEORY
A. Need for Achievement- is the drive to excel. High achievers differentiate themselves
from others by their desires to do things better. These individuals are strongly
motivated by job situations with personal responsibility, feedback, and an intermediate
degree of risk. High achievers exhibit the following behaviors:
• seek personal responsibility for finding solutions to problems
• Want rapid feedback on their performances so that they can tell easily whether they
are improving or not
• Set moderately challenging goals and perform best when they perceive probability of
success as 50-50.

13. B. Need for power- the desire to cause others to behave in a way that they would
not have behaved otherwise. An individual with a high need of power is likely
to follow a path of continued promotion over time.
Behaviors:
- Enjoy being in charge
- Want to influence others
- Prefer to be placed into competitive and status- oriented situations
- Tend to be more concerned with prestige and gaining influence over others than
with effective performance

14. C. NEED FOR AFFILIATION- THE DESIRE FOR FRIENDLY, CLOSE INTERPERSONAL
RELATIONSHIPS AND CONFLICT AVOIDANCE. PEOPLE WITH THE NEED FOR AFFILIATION
SEEK COMPANIONSHIP, SOCIAL APPROVAL, AND SATISFYING INTERPERSONAL
RELATIONSHIPS.
Behaviors:
- Take a special interest in work that provides companionship and social approval
- Strive for friendship
- Prefer cooperative situations rather than competitive ones
- Desire relationships involving a high degree of mutual understanding
- May not make the best managers because of their desire for social approval and
friendship may complicate managerial decision making

15. PROCESS APPROACHES
• Concerned with “how” motivation happens. They provide a description and
analysis of how behavior is energized, directed, sustained, and stopped. It
explains how employee’s behavior is initiated, redirected, and halted
• IMPLICATIONS:
• Establishing goals to direct behavior is an important part of a motivational
program
• Motivational programs should be perceived as equitable and deliver desirable
outcomes the individual has an expectation of achieving

16. EXPECTANCY THEORY
• Human act according to their conscious expectations that
a particular behavior will lead to specific desirable goals
• Victor H. Vroom- 1964- the motivation to behave in a
particular way is determined by an individual’s expectation
that behavior will lead to a particular outcome, multiplied
by the preference or valence that person has for that
outcome

17. EQUATION THAT SUGGESTS HUMAN BEHAVIOR IS
DIRECTED BY SUBJECTIVE PROBABILITY
• Motivation= Expectancy x Instrumentality x Valence
• M (motivation)- the amount of person will be motivated by the situation they find
themselves in.
• E (expectancy)- person’s perception that effort will result in performance. It is the
person’s assessment of the degree to which effort actually correlates with
performance.
• I (instrumentality)- person’s perception that performance will be rewarded/
punished. i.e. the person’s assessment of how well the amount of reward correlates
with the quality of performance.
• V (valence)- perceived strength of the reward or punishment that will result from the
performance. If the reward is small, the motivation will be small, even if expectancy
and instrumentality are both perfect (high).

18. EQUITY THEORY
• Developed by John Stacey Adams in 1963
• Suggests that if the individual perceives that the rewards received are equitable
(fair, just) compared to those received by others in similar positions in or outside
the organization, then the individual feels satisfied
• Adams asserted that employees seek to maintain equity between the inputs that
they bring to a job and the outcomes that they receive from it against the
perceived inputs and outcomes of others.

19. POSSIBLE BEHAVIORS AS CONSEQUENCES OF
INEQUITY:
• Changes to input- a person may increase or decrease the level of inputs.
• Changes to outcomes- a person may attempt to change outcomes such as pay,
without changes to inputs.
• Cognitive distortion of inputs and outcomes- it is difficult for people to distort
facts about themselves, but it is possible to distort the utility of those facts. E.g.
the belief about how hard they are really working
• Leaving the field- a person may try to find a new situation with a more favorable
balance, for example absenteeism.

20. • Acting on others- a person may attempt to bring about changes in others, for
example is lower their inputs or accept greater outcomes.
• Changing the object of comparison- changing the reference group with whom
comparison is made. E.g. where another person with a previous similar outcome-
input ratio receives greater outcomes without any significant increase in
contribution, that other person. The essential aspect is a similar ratio outcomes to
inputs. E.g. by attempting to change a person’s inputs or encouraging a different
object of comparison.

21. GOAL SETTING THEORY
• Proposed by Edwin Locke in 1968 which says that
motivation and performance will be high if
individuals are set specific goals which are
challenging but accepted and where feedback is
given on performance.

22. ATTRIBUTES:
• Goal specificity- the degree of quantitative preciseness of the goal.
• Goal difficulty- the degree of proficiency or the level of goal performance that is
being sought.
• Goal intensity- the process of setting a goal or of determining how to reach it
• Goal commitment- the amount of effort that is actually used to achieve a goal

23. FINDINGS IN GOAL- SETTING THEORY
• Setting specific goals- (e.g. I want to earn a million before I am 30) generates
highest levels of performance than setting general goals (e.g. I want to earn a lot
of money).
• The goals that are hard to achieve are linearly and positively connected to
performance. The harder the goal, the more a person will work to reach it.

24. JOB DESIGN PRACTICES THAT MOTIVATES
• Many assume that the most important motivator at work is pay but experts point
to a different factor as the major influence over worker motivation which is job
design.
• Job design has a major impact on employee motivation, job satisfaction,
commitment to an organization, absenteeism and turnover.
• Many managers give attention on how to properly design jobs so that employees
are more productive and more satisfied.

25. JOB CHARACTERISTICS MODEL
- One of the most influential
attempts to design jobs with
increased motivational
properties

26. FIVE CORE JOB DIMENSIONS
• Skill variety- refers to the extent to which the job requires a person to utilize
multiple high- level skills.
• Task identity- refers to the degree to which a person is in charge of completing an
identifiable piece of work from start to finish.
• Task significance- refers to whether a person’s job substantially affects other
people’s work, health o well- being.
• Autonomy- the degree to which a person has the freedom to decide how to
perform his or her tasks.
• Feedback- refers to the degree to which people learn how effective they are being
at work. It may come from other people (supervisors, peers, subordinates,
customers) or from the job itself.

27. JOB ROTATION
• Involves moving employees from job to job at
regular intervals. When employees periodically
move to different jobs, the monotonous aspects of
specialization can be relieved and the company is
able to reduce its turnover level.

28. ADVANTAGES OF JOB ROTATION
• Burnout reduction- employee job rotation across different positions
regularly may experience less boredom, greater task variety and
decreased feelings of needless repetition. There is burnout or
employees experience greater feelings of fatigue, apathy, boredom
and carelessness when employees perform same job functions each
day without variation. Burnout is detrimental to businesses because
it tends to promote decreased productivity, increased absenteeism
and increased likelihood of turnover which will lead to
organizational dysfunction.

29. • Increased employee satisfaction- business owners know that when employees are
not satisfied with professional endeavors, they feel demotivated, unhappy, and
irritated which are detrimental to productivity. However, when employees are
allowed to engage in job rotation, employees are likely to experience greater
satisfaction by identifying strengths and weaknesses. Employees are also able to
test many positions and focus on rotating between positions that enhance
performance capacity, which increases their sense of worth and importance
within the company.

30. • Increased employee motivation- is important for business owners to provide
opportunities to increase employee motivation because greater motivation
promotes higher levels of organizational commitment and desire to grow within
the company.
• Three benefits above cumulatively influence a business’s turnover rate and
workplace injuries- turnover is greatly reduced because employees do not
experience the fatigue, boredom, and dissatisfaction associated with performing
the same job every day. This, in turn, greatly increases an employee’s level of
awareness and attention to detgail, which decreases the likelihood of workplace
injury or stress.

31. JOB ENLARGEMENT
• Expanding the tasks performed by employees to
add more variety. It may involve teaching
employees multiple tasks.
• Employees view themselves as being capable of
performing a broader set of tasks.

32. JOB ENRICHMENT
•Job redesign technique that allows workers
more control over how they perform their
own tasks.
•It allows employees to take on more
responsibility.

33. EMPOWERMENT
• Removal of conditions that make a person powerless. It extends the idea of
autonomy.
• Employees have the ability to make decisions and perform their jobs effectively if
management removes certain barriers.
• Companies should create an environment where employees thrive, feel
motivated, and have discretion to make decisions about the content and context
of their jobs.
• Empowered employees believe that their work is meaningful. They are capable of
performing their jobs effectively, have the ability to influence how the company
operates.
• Structural empowerment- aspects of the work environment that give employees
discretion and autonomy and able to do their jobs effectively.

34. TIPS FOR EMPOWERING EMPLOYEES:
• Change the company structure so that employees have more power
on their jobs- if jobs are strongly controlled by organizational
procedures or if every little decision needs to be approved by a
superior, employees are unlikely to feel empowered. Give them
discretion at work.
• Provide employees with access to information about things that
affect their work- when employees have the information, they need
to do their jobs well and understand company goals, priorities and
strategy, they are in a better position to feel empowered.

35. • Make sure that employees know how to perform their jobs- this
involves selecting the right people as well as investing in continued
training and development.
• Do not take away employee power- if someone makes decision, let
it stand unless it threatens the entire company. If management
undoes decisions made by employees on a regular basis, employees
will not believe in the sincerity of the empowerment initiative.
• Instill a climate of empowerment in which managers do not
routinely step in and take over instead, believe in the power of
employees to make the most accurate decisions, as long as they
equipped with the relevant facts and resources.

36. FLEXIBLE WORKING ARRANGEMENTS
• Refers to alternative arrangements or schedules other
than the traditional or standard work hours, workdays and
workweek. The effectivity and implementation shall be
based on voluntary agreements between the employer
and the employees.
• Hugely motivating by enabling them to achieve a better
work- life balance.

37. FORMS:
• Flextime- employees choose their starting and quitting times from a range of
available hours.
• Compressed work week- the standard work week is compressed into fewer than
five days.
• Flexplace- encompasses various arrangements in which an employee works from
home or some other non- office locations. E.g. telecommuting.
• Job sharing- two people voluntarily share the duties and responsibilities of one
full- time position, with both salary and benefits of that position prorated
between the two individuals

38. • Work sharing- increasingly used by companies that wish to avoid layoffs. It allows
businesses to temporarily reduce hours and salary for a portion of their
workforce.
• Expanded leave- this option gives employees greater flexibility in terms of
requesting extended periods of time away from work without losing their rights
as employees.
• Phased retirement- the employee and employer agree to a schedule wherein the
employee’s full- time work commitments are gradually reduced over a period of
months or years.
• Partial retirement- these programs allow older employees to continue working on
a part time basis, with no established end date.
• Work and Family Programs- employers provide some degree of assistance to
their employees in the realms of childcare and eldercare.