This document provides an overview of performance management concepts from a textbook. It discusses defining performance through goal setting, monitoring and evaluating performance, reviewing performance through feedback and coaching, and providing consequences through rewards and punishments. Common pitfalls in performance management like biases in evaluations are also addressed. The document contains chapter materials on these performance management elements with examples and best practices. Copyright information is provided at the bottom of most pages.

1. Welcome to Monday!
©McGraw-Hill Education.
Stuff to Turn in Today
Team Contract
EQ Results
You Owe You
©McGraw-Hill Education.
Personality Results
©McGraw-Hill Education.
CHAPTER 6
Performance Management
©McGraw-Hill Education. All rights reserved. Authorized only

2. for instructor use in the classroom. No reproduction or further
distribution permitted without the prior written consent of
McGraw-Hill Education.
4
Performance Management Systems
More than just appraisals
Jump to Appendix 1 for description
©McGraw-Hill Education.
5
Performance Management
Used to
Make employee-related decisions
Guide employee development
Send strong signals to employees
When done well, leads to
Higher profitability
Higher productivity
Higher employee engagement
Higher customer service
Lower turnover

3. ©McGraw-Hill Education.
6
Performance Management:
It’s Hard to Do Well
Many organizations fail to effectively management employee
performance.
Why?
PM policies often fail to keep pace with organizational change
leading to disconnects.
Done well, PM can be time-consuming.
Performance reviews are often too narrow and only measure a
limited set of elements.
©McGraw-Hill Education.
7
Step 1: Define Performance:
Expectations and Setting Goals
Why are goals important?
Can lead to happier workers who achieve more
Provide focus
Enhance productivity
Bolster self-esteem
Increase commitment

4. Two types of goals
Performance goals
Targets specific end results
Learning goals
Enhances skill and knowledge
©McGraw-Hill Education.
8
Managing the Goal-Setting Process
Four-step process for
goal implantation
Set goals.
Promote goal attainment.
Provide support, feedback.
Create action plans.
Setting SMART goals
Specific
Measurable
Attainable
Results orientated
Time bound
©McGraw-Hill Education.
9

5. A Contingency Approach to Defining Performance
Do what the situation requires, rather than a one-size-fits-all
approach
BEHAVIORIAL GOALSOBJECTIVE GOALSTASK OR
PROJECT GOALSCan be used in most jobs.Best for jobs with
clear and readily measured outcomes.Best for jobs that are
dynamic, but in which nearer-term activities and milestones can
be defined.Most relevant for knowledge work.Measure what
matters, not just what can be measured.Similar to SMART
goals.Example: Treat others with professionalism and respect;
communicate clearly.Examples: sales quotes, production rates,
error rates.Example: Complete your portion of team project by
Tuesday.
©McGraw-Hill Education.
10
Step 2: Monitor and Evaluate Performance
How goals are measured should be consistent with the nature of
the goal itself (e.g. behavioral, task oriented).
Managers need to monitor and evaluate both progress toward
the final goal and the ultimate achievement of the goal.
This stage should be used as an opportunity to identify
problems and recognize successes.
It an also be used to identify opportunities to enhance
performance.

6. ©McGraw-Hill Education.
11
Common Perceptional Errors
Rater errors can lead to biases and undermine performance
management systems (p.218).
Halo effect
Leniency
Central tendency
Recency effects
Contrast effects
Some bias can be overcome with the use of 360-degree
feedback.
©McGraw-Hill Education.
12
Step 3: Reviewing Performance and the Importance of
Feedback and Coaching
Why is feedback important?
Has the potential to boost performance
Given less often and les well than people would like
Dramatically underutilized
Feedback serves two functions.
Instructional

7. Motivational
©McGraw-Hill Education.
13
Sources of Feedback
Others
Task
May provide a steady stream of feedback about how well or
poorly one is doing
Self
Self-serving bias may contaminate this source
Peers
Supervisors
Lower-level employees
Outsiders
©McGraw-Hill Education.
14
Role of Managers and Leaders
Senior managers can

8. Seek feedback from others by creating an open and honest
environment
Separate feedback from the performance review process
Create a mechanism to collect feedback anonymously
©McGraw-Hill Education.
15
Role of Exit and Stay Interviews
Some benefits of exit interviews
Foster engagement by collecting, then acting upon information
gained
Provides insight as to what the organization needs to improve
and what it does well
Give outgoing employees an opportunity to voice experiences
Copyright Gustavo Frazao/Shutterstock RF

9. ©McGraw-Hill Education.
16
Factors Affecting Perceptions of Feedback
Self-serving bias
Accuracy
Credibility of the sources
Fairness of the system
Performance-reward expectancies
Reasonableness of goals and standards
©McGraw-Hill Education.
17
Do’s and Don’ts When Giving Feedback
DON’T DOUse feedback to punish, embarrass, or put somebody
downKeep feedback relevant by relating it to existing
goalsProvide feedback that is irrelevant to the person’s
workDeliver feedback as soon as possible to the time the
behavior was performedProvide feedback that is too late to do
any goodProvide specific and descriptive feedbackProvide
feedback about something that is beyond the individual’s

10. controlFocus the feedback on things employees can
controlProvide feedback that is overly complex or difficult to
understandBe honest, developmental, and constructive
©McGraw-Hill Education.
18
Coaching
Goes beyond mentoring and training
Developmentally focused
Has specific performance goals
Involves self-reflection
Consistent with positive OB
©McGraw-Hill Education.
19
Step 4: Rewards and Consequences
Key factors in organizational reward systems
Jump to Appendix 2 for description

11. ©McGraw-Hill Education.
20
Rewards and Consequences
General criteria for distributing rewards
Results
Behavior and actions
Nonperformance considerations
Total and
alternative rewards
Compensation
Benefits
Professional growth
Personal growth
Attention and recognition
Advancement
©McGraw-Hill Education.
Threexw general criteria are used for distributing rewards:
Results: tangible outcomes such as quantity, quality, and

12. individual, group, or organizational performance. These are
commonly some type of accounting measure—sales, profit, or
error rate. Increasingly these may also include customer
satisfaction.
Behavior and actions: teamwork, cooperation, risk-taking, and
creativity.
Nonperformance considerations: customary or contractual,
where the type of job, nature of the work, equity, tenure, level
in hierarchy, etc., are rewarded.
Measures, rewards, and distribution criteria need to be aligned
to have effective PM.
21
When Rewards May Fail
Too much emphasis is placed on monetary rewards.
Overtime rewards are seen as entitlements.
They foster counterproductive behaviors.
A lag occurs between performance and reward.
Reward structures are not tailored to goals, tasks.
They have a short half-life.
Organizational policies and practices are misaligned.

13. ©McGraw-Hill Education.
22
Reinforcement and Consequences
Law of Effect
Behavior with favorable consequences tends to be repeated,
while behavior with unfavorable consequences tends to
disappear.
©McGraw-Hill Education.
Thorndike formulated his famous law of effect, which says
behavior with favorable consequences tends to be repeated,
while behavior with unfavorable consequences tends to
disappear.
This was a dramatic departure from previous notions that
behavior was the product of inborn instincts.
23
Reinforcement Consequences: The Power of Reinforcement
Schedules

14. Continuous reinforcement
Every instance of a target behavior reinforced
Great when learning a new skill
Can quickly lose its effect
Intermittent reinforcement
Involves reinforcement of some but not all instances
Can vary the ratio and interval
Works best with variable ratio and variable interval
©McGraw-Hill Education.
It’s not just the reinforcement that influences behavior, but also
when it is administered. Continuous and intermittent
reinforcement schedules are two common means for timing the
administration of reinforcers.
Continuous reinforcement. If every instance of a target
behavior is reinforced then a continuous reinforcement (CRF)
schedule is in effect. For instance, if you get paid every time
you make a sale, then this is a CRF schedule. The sale is the
desired behavior, and payment is the reinforcement. CRF is
useful for making early links between desired behaviors and
outcomes, but they are susceptible to perceptions of entitlement
and rapid extinction if the link is broken.
Unlike CRF schedules, intermittent reinforcement involves
reinforcement of some but not all instances of a target behavior.

15. 24
Pay for Performance
Works Best When
Merit pay is used to differentiate top performers.
The ability to game the system is mitigated.
Multiple measures of performance are used.
Performance measures are accurate, consistent, and aligned with
goals and outcomes.
©McGraw-Hill Education.
Today’s Leadership Thought…
©McGraw-Hill Education.
26

16. ©McGraw-Hill Education.
Performance Management: Putting It All in Context
Figure 6.6 Organizing Framework for Understanding and
Applying OB
Jump to Appendix 4 for description
Copyright 2014 Angelo Kinicki and Mel Fugate. All rights
reserved. Reproduction prohibited without permission of the
authors.
©McGraw-Hill Education.
Controlling Behavior Through Contingent Consequences
Jump to Appendix 2 for description
©McGraw-Hill Education.
29
Appendix 1 Performance Management Systems
Return to slide
Step 1: Define Performance. Set goals and communicate
performance expectations.

17. Step 2: Monitor and Evaluate Performance. Measure and
evaluate progress and outcomes.
Step 3: Review Performance. Deliver feedback and coaching.
Step 4: Provide Consequences. Administer valued rewards and
appropriate punishment.
©McGraw-Hill Education.
Appendix 2 Step 4: Rewards and Consequences
Return to slide
Key factors in organizational reward systems.
Types of Rewards. Extrinsic, financial and nonfinancial.
Intrinsic, meaningfulness and achievement.
Desired Outcomes. Attract. Motivate. Retain. Develop. Engage.
Distribution Criteria. Results. Behaviors and actions.
Nonperformance factors.
©McGraw-Hill Education.
Appendix 3 Controlling Behavior Through Contingent
Consequences
Return to slideBehavior-Consequence RelationshipNature of
ConsequenceContingent Presentation, positive or
pleasingPositive Reinforcement. Behavioral outcome: target
behavior occurs more often.Contingent Presentation, negative or
displeasingPunishment. Behavioral outcomes: Target behavior
occurs less often.Contingent Withdrawal, positive or
pleasingPunishment (response cost). Behavioral outcome:
target behavior occurs less often.Contingent Withdrawal,
negative or displeasingNegative Reinforcement. Behavioral
outcome: target behavior occurs more often.No contingent
consequence.Extinction. Behavioral outcome: target behavior
occurs less often.

18. ©McGraw-Hill Education.
Appendix 4 Performance Management: Putting It All in Context
Return to Slide
The Organizing Framework for Understanding and Applying OB
shows the relationship between the three categories Inputs,
Process, and Outcomes.
Inputs
Person factors
Environmental Characteristics
Leads to
Processes
Individual Level: Performance management practices
Group/Team Level
Organizational Level
Leads to
Outcomes
Individual Level: task performance, work attitudes, well-being
and flourishing, citizenship behavior and counter productive
behavior, turnover, career outcomes, and creativity
Group/Team Level: group and team performance, group
satisfaction, group cohesion and conflict
Organizational Level: survival, accounting and financial
performance, customer satisfaction, reputation
In return, Outcomes relates to both Inputs and Processes.
©McGraw-Hill Education.
33
Test Your OB Knowledge (4 of 5)

19. Michael wants to make sure the feedback he provides to his
employees is perceived correctly. Which of the following
should Michael NOT do?
Be aware of the fundamental attribution error and try not to
commit it.
Provide feedback that is irrelevant to the person’s career.
Make sure the system is perceived as fair.
Make sure goals established are challenging and attainable.
Deliver feedback as close as possible to when the behavior was
performed.
©McGraw-Hill Education.
The answer is B. Provide feedback that is irrelevant to the
person’s career.
34
Major Questions You Should
Be Able to Answer
6.1 What are the elements of effective performance
management, and how can this knowledge benefit me?
6.2 How can improving my goal setting give me an advantage?
6.3 How can performance monitoring and evaluation improve
my performance and my ability to manage the performance of
others?
6.4 How can I use feedback and coaching to review and
improve performance?
6.5 How can I use consequences to generate desired outcomes?
6.6 How can I use reinforcement and consequences to improve
performance?

20. ©McGraw-Hill Education.
Test Your OB Knowledge (1 of 5)
Angela would like to improve the quality and effectiveness of
her department’s performance evaluations. Angela should do all
of the following EXCEPT
focus on the importance of filling out the performance
management form correctly.
set clear expectations for her employees.
provide regular feedback to her employees.
find new opportunities for her employees to succeed and
develop.
Angela should be doing ALL of the above.
©McGraw-Hill Education.
The answer is A. focus on the importance of filling out the
performance management form correctly.
36
Test Your OB Knowledge (2 of 5)
When an employee's skills are lacking it is better to set
performance goals first to target a specific end result and then
set learning goals to allow for the skill to be acquired.
True
False

21. ©McGraw-Hill Education.
The answer is B. False.
37
Test Your OB Knowledge (3 of 5)
Janice is evaluating the employees in her department. She does
not want to hurt anyone’s feelings and decides to rate all her
employees high on all performance dimensions. What error is
Janice making?
halo
contrast effects
central tendency
recency effects
leniency
©McGraw-Hill Education.
The answer is E. Leniency.
38
Test Your OB Knowledge (5 of 5)
Julia wants to use positive reinforcement and decides to pay
bonuses to her employees when a new customer contract is
signed. Which type of reinforcement is Julia is using?
fixed ratio
variable ratio
fixed interval

22. variable interval
just-in-time
©McGraw-Hill Education.
The answer is C. Fixed-interval reinforcement.
39
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YvetteX287777000
&D
302-07 January Roster &P
EQ TeamsGroup CodeFirst NameLast NameCONTRACTFIRST
EQFIRST SIT REPSECOND SIT REPPREZIPOSSIBLE
POINTS1502525252550EQ-
2.0_gc_11DesireeYoung02MonicaVelazquez03ElijahParton04A
ndreaOlayo05AliAlketbi06AlvaroValverde07CrystalAlferez08Jo
hnnyFlores09KhuludAlruwaili010EQ-
2.0_gc_21MusabMeeralam02MashaelAlruwaili03DayanneChaco
n04MichelleGuardado Laguna05KimNguyen06Naif
YaserAlJuwairah07AlondraRangel08RubenValdez09DAWNWan
toch010EQ-
2.0_gc_31OmarWenceslao02KhalidAlbuainain03CusaraKennedy

26. 04MatthewBates05EisaAlMheiri06JuliannaDiaz07SeanGalarza0
8DanielaMaya Tamariz09MarkSavchenko010EQ-
2.0_gc_41ErikaHuerta02GageBruce03YvetteLares04ThamerBak
hashwain05YasminPalencia06VictorGarcia07NaifAlgarni08Atta
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lenzuela010
EQ Teams
302-07
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&P
302-07
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27. 3,4no class meetingno class meetingPRESENTATIONS no class
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28. May12pm8-May6pm10010118-May12pm15-May6pm10010128-
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CHAPTER 5

29. Foundations of Employee Motivation
©McGraw-Hill Education. All rights reserved. Authorized only
for instructor use in the classroom. No reproduction or further
distribution permitted without the prior written consent of
McGraw-Hill Education.
1
Major Questions You Should
Be Able to Answer
5.1 What is motivation and how does it affect my behavior?
5.2 How would I compare and contrast the content theories of
motivation?
5.3 How would I compare and contrast the process theories of
motivation?
5.4 How are top-down approaches, bottom-up approaches, and
“idiosyncratic deals” similar and different?
©McGraw-Hill Education.
The What and Why of Motivation
Motivation: the underlying psychological influences over our
behavior or thoughts
Direction
Intensity
Persistence
Types of Motivation

30. Extrinsic
Intrinsic
©McGraw-Hill Education.
3
Two Fundamental Perspectives on Motivation
Content theories
Focus on identifying internal factors such as needs and
satisfaction
Process theories
Focus on explaining the process by which internal factors and
environmental characteristics influence employee motivation
©McGraw-Hill Education.
4
Test Your OB Knowledge (1 of 4)
Juan is trying to learn how to use advanced spreadsheet
features. He is not getting the correct answers but he keeps
trying. What is Juan exhibiting?
direction
extrinsic motivation
persistence

31. attention to detail
emotional Intelligence
©McGraw-Hill Education.
The answer is C. Persistence. Persistence represents how long
an activity will be the focus of attention.
5
Content Theories of Motivation (1 of 3)
McGregor’s Theory X and Theory Y
Theory X
Employees dislike work.
Can only be motivated with rewards and punishments.
Theory Y
Employees are self-engaged, committed, responsible, and
creative.
©McGraw-Hill Education.
6
Content Theories of Motivation (2 of 3)
Maslow’s need hierarchy
Jump to Appendix 1 for description

32. ©McGraw-Hill Education.
7
Content Theories of Motivation (3 of 3)
Using Maslow’s theory
To motivate employees
Remember employees have needs beyond a paycheck.
Focus on satisfying employee needs related to self-concepts.
Self-esteem
Self-actualization
Satisfied needs lose their potential.
Be careful when estimating employee’s needs.
©McGraw-Hill Education.
8
Content Theories of Motivation:
McClelland’s Acquired Needs Theory
Achievement
Prefers working on challenges
Best in situations in which performance is due to effort and
ability
Prefers to work with other high achievers

33. Affiliation
Likes to work in teams with cooperation and collegiality
Tends to avoid conflict
Likes to be praised in private
Power
Likes to be in charge
Likes to be in control of people and events
Appreciates being recognized
©McGraw-Hill Education.
9
Content Theories of Motivation:
Self-Determination Theory (1 of 2)
Needs are learned over time.
Three innate needs influence behavior.
Competence
Autonomy
Relatedness

34. ©McGraw-Hill Education.
10
Content Theories of Motivation:
Self-Determination Theory (2 of 2)
Using self-determination theory
Managers should influence behavior by creating work
environments that support each need.
Provide tangible resources, time, contacts, and coaching to
improve competence.
Empower employees and delegate meaningful assignments and
tasks to enhance feelings of autonomy.
Use fun and camaraderie to foster relatedness.
©McGraw-Hill Education.
11
Test Your OB Knowledge (2 of 4)
Self-determination theory focuses on
three innate needs: competence, autonomy, and relatedness.
extrinsic motivation.
lower order needs.
needs for power and affiliation.
basic needs.

35. ©McGraw-Hill Education.
The answer is A. Three innate needs – competence, autonomy,
and relatedness.
12
Process Theories of Motivation
Equity (justice) theory
Equity theory is a model of motivation that explains how people
strive for fairness and justice in social exchanges or give-and-
take relationships.
The model is based on our evaluation and comparison of outputs
and inputs with relevant others.
©McGraw-Hill Education.
13
Elements of Equity Theory
Jump to Appendix 2 for description

36. ©McGraw-Hill Education.
Process Theories of Motivation: Justice Theory
Organizational justice refers to the extent to which people
perceive that they are treated fairly at work.
Three types of justice
Distributive Justice
Procedural Justice
Interactional Justice
©McGraw-Hill Education.
15
Process Theories of Motivation:
Equity and Justice
Using equity and justice theories
Employee perceptions are what count.
Employees want a voice in decisions that affect them.
Employees should be given an appeals process.
Leader behavior matters.
A climate for justice makes a difference.

37. ©McGraw-Hill Education.
16
Process Theories of Motivation:
Expectancy Theory
Jump to Appendix 3 for description
People are motivated to behave in ways that produce desired
combinations of expected outcomes.
©McGraw-Hill Education.
17
Applying Expectancy TheoryFOR MANAGERSFOR
ORGANIZATIONSDetermine the outcomes that employees
value.Reward people for desired performance, and do not keep
pay decisions secret.Identify good performance so appropriate
behaviors can be rewarded.Design challenging jobs.Make sure
employees can achieve targeted performance levels.Tie some
rewards to group accomplishments to build teamwork and
encourage cooperation.Link desired outcomes to targeted levels
of performance.Reward managers for creating, monitoring, and
maintaining expectancies, instrumentalities, and outcomes that
lead to high effort and goal attainment.Make sure changes in
outcomes are large enough to motivate high effort.Monitor
employee motivation through interviews or anonymous
questionnaires.Monitor the reward system for

38. inequalities.Accommodate individual differences by building
flexibility into the motivation program.
©McGraw-Hill Education.
18
Process Theories of Motivation:
Goal-Setting Theory
Successful people have one thing in common…
their lives are goal oriented.
©McGraw-Hill Education.
19
How Does Goal Setting Work?
Goals that are specific and difficult lead to higher performance.
Certain conditions are necessary for goal setting to work.
People need ability and resources.
People need to be committed to the goal.
Performance feedback and participation in deciding how to
achieve goals are necessary but not sufficient.
Goal achievement leads to job satisfaction.

39. ©McGraw-Hill Education.
20
Mechanisms Behind the Power of Goal Setting
Goals direct attention
Goals regulate effort
Goals increase persistence
Goals foster task strategies and actions plans
©McGraw-Hill Education.
21
Test Your OB Knowledge (3 of 4)
Jane believes if she works hard and takes an online class she
will receive a promotion. What element of motivation does this
represent?
justice theory
equity theory
instrumentality
valence
expectancy

40. ©McGraw-Hill Education.
The answer is C. Instrumentality.
22
Motivating Employees: Job Design
Altering jobs to improve the quality of employee job experience
and level productivity
Jump to Appendix 4 for description
©McGraw-Hill Education.
23
Top-Down Approaches to Job Design (1 of 4)
Scientific management
Conducts a business by standards established by facts or truths
gained through systematic observation, experiment, or reasoning
Plus: increased efficiency and productivity
Negative: Encourages repetitive jobs which may lead to job
dissatisfaction, poor mental health, stress, and a low sense of
accomplishment and growth
©McGraw-Hill Education.
24

41. Top-Down Approaches to Job Design (2 of 4)
Job enlargement
Involves putting more variety into a worker’s job by combining
specialized tasks of comparable difficulty
Job rotation
Calls for moving employees from one specialized job to another
Advantages of job rotation
Engagement and motivation increased
Increased worker flexibility and easier scheduling
Increased employee knowledge and abilities
©McGraw-Hill Education.
25
Top-Down Approaches to Job Design (3 of 4)
Job enrichment
Entails modifying a job such that an employee has the
opportunity to experience greater
Achievement
Recognition
Stimulating work
Responsibility
Advancement

42. ©McGraw-Hill Education.
26
Top-Down Approaches to Job Design (4 of 4)
The Job Characteristics Model
Jump to Appendix 5 for description
©McGraw-Hill Education.
27
The Job Characteristics Model
Linked to
Increased job satisfaction
Enhanced employee intrinsic motivation
Increased performance
Reduced stress
Lower absenteeism
©McGraw-Hill Education.
28
Bottom-Up Approaches to Job Design

43. Job crafting
Represents employees’ attempts to proactively shape their work
characteristics, including
Scope, number and types of tasks
Quality and amount of interaction with others
Cognitive crafting: perception of or thinking about tasks and
relationships in job
©McGraw-Hill Education.
29
Motivating Employees Through Job Design
Idiosyncratic Deals (I-Deals)
The employment deals individuals negotiate for themselves,
taking myriad forms from flexible schedules to career
development
Drives employee intrinsic motivation
©McGraw-Hill Education.
30
Test Your OB Knowledge (4 of 4)
Jorge would like to increase intrinsic motivation by giving his
employees independence and discretion in certain aspects of
their job. According to the job characteristics model, which

44. core job dimension is he using?
task identity
task significance
autonomy
feedback
skill variety
©McGraw-Hill Education.
The answer is C. Autonomy.
31
Employee Motivation: Putting It All in Context
Figure 5.11 Organizational Framework for Understanding and
Applying OB
Jump to Appendix 6 for description
Copyright 2014 Angelo Kinicki and Mel Fugate. All rights
reserved. Reproduction prohibited without permission of the
authors.
©McGraw-Hill Education.
32
Appendix 1 Content Theories of Motivation
(2 of 3)
Return to slide

45. Maslow’s need hierarchy is represented with a pyramid.
Bottom level: Physiological, the most basic needs. Entails
having enough food, air, and water to survive.
Next, going up: Safety, consists of the need to be safe from
physical and psychological harm.
Next: Love, the desire to be loved and to love. Includes the
needs for affection and belonging.
Next: Esteem, need for reputation, prestige, and recognition
from others. Also includes need for self-confidence and
strength.
At the top, self-actualization: Desire for self-fulfillment, to
become the best one is capable of becoming.
©McGraw-Hill Education.
Appendix 2 Elements of Equity Theory
Return to slide
The graphic outlines a person’s perceptions.
Outputs being pay, benefits, assignments, and the like. My
ratio, “What am I getting out of my job?” versus Others’ ratio,
“What are others getting out of their jobs?”
Inputs are time, skills, education, and the like. My ratio, “What
am I putting into my job?” versus Others’ ratio, “What are
others putting into their jobs?”
The results are Equity, “I’m satisfied. I see myself as faring
comparably with others.” Negative inequity, “I’m dissatisfied. I
see myself as faring worse than others.” Positive inequity, “Am
I satisfied? I see myself as faring better than others.”
©McGraw-Hill Education.
Appendix 3 Process Theories of Motivation:
Expectancy Theory
Return to slide

46. Effort
Expectancy, “What are the chances of reaching my
performance goal?”
Performance Goal
Instrumentality, “What are the chances of receiving
various outcomes if I achieve my performance goals?”
Outcomes
Valence, “How much do I value the outcomes I will
receive by achieving my performance goals?”
©McGraw-Hill Education.
Appendix 4 Motivating Employees: Job Design
Return to slide
The graphic shows the three different approaches to job design.
Historical, was a top down approach. Management designs the
job.
Recent, is a bottom up approach. Employee or work teams
design the job.
Emerging, is an idiosyncratic deal, or I deals, approach.
Employee and management design job.
©McGraw-Hill Education.
Appendix 5 Top-Down Approaches to Job Design (4 of 4)
Return to slide
Moderators. Not everyone wants a job covering all five
characteristics. Job design is moderated by, 1, knowledge and
skill, 2, growth need strength, 3, context satisfactions. These
moderators will affect or moderate both the critical
psychological states and the outcomes.Core job
characteristicsCritical psychological statesOutcomesSkill
variety, task identity, task significanceExperienced

47. meaningfulness of the work. High intrinsic work motivations.
High growth satisfaction. High general job satisfaction. High
work effectiveness.AutonomyExperienced responsibility for
outcomes of the work. High intrinsic work motivations. High
growth satisfaction. High general job satisfaction. High work
effectiveness.Feedback from jobGained knowledge of the actual
results of the work activities.High intrinsic work motivations.
High growth satisfaction. High general job satisfaction. High
work effectiveness.
©McGraw-Hill Education.
Appendix 6 Employee Motivation: Putting It All in Context
Return to slide
The Organizing Framework for Understanding and Applying OB
shows the relationship between the three categories Inputs,
Process, and Outcomes.
Inputs
Person factors: personality, personal attitudes, values
(Theories X and Y), needs
Situation factors: hygiene factors, motivating factors, job
characteristics, job design, leadership, organizational climate
Leads to
Processes
Individual Level: equity and justice, expectancy processes and
goal-setting processes, and voice
Group/Team Level: climate for justice
Organizational Level: climate for justice
Leads to
Outcomes
Individual Level: intrinsic and extrinsic motivation, task
performance, work attitudes, citizenship behavior,
counterproductive behavior, and turnover
Group/Team Level: group and team performance

48. Organizational Level: customer satisfaction
In return, Outcomes relates to both Inputs and Processes.
©McGraw-Hill Education.