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- 1. Copyright © 2009by The McGraw-Hill Companies, Inc. All rights reserved.McGraw-Hill/Irwin Employee Motivation: Foundations and Practices Chapter Five Courtesy Sarova Panafric Hotel
- 2. Copyright © 2009by 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 at Sarova Panafric Hotel Courtesy Sarova Panafric Hotel
- 3. 5-3 Motivation Defined The forceswithin 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)
- 4. 5-4 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) Needs Decisions and Behavior
- 5. 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) Needs Decisions and Behavior Refer to textbook, page 92
- 6. 5-6 Self- actual- ization Physiological Safety Belongingness Esteem/ self andothers Seven categories capture most needs Five categories placed in a hierarchy Need to know Need for beauty Maslow’s Needs Hierarchy Theory Developed by Abraham Maslow in 1940s
- 7. 5-7 Maslow’s Hierarchy ofNeeds 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
- 8. 5-8 Maslow’s Needs HierarchyTheory 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 to know Need for beauty Refer to textbook, page 93
- 9. 5-9 Evaluating Maslow’s Theory Lackof 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 to know Need for beauty
- 10. 5-10 What’s Wrong withNeeds 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
- 11. 5-11 Learned Needs Theory DavidMcClelland 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
- 12. 5-12 Three Learned Needs Needfor 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)
- 13. 5-13 Four-Drive Theory Drive to Bond Driveto Learn • 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
- 14. 5-14 Four Drive Theoryof 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 Goal-directed choice and effort
- 15. Copyright © 2009by The McGraw-Hill Companies, Inc. All rights reserved.McGraw-Hill/Irwin Expectancy Theory of Motivation Employee Motivation: Foundations and Practices
- 16. 5-16 Increasing E-to-P-to-O Expectancies Usedto 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
- 17. 5-17 E-to-P Expectancy P-to-O Expectancy Outcomes & Valences Outcome 1 +or - Effort Performance Outcome 3 + or - Outcome 2 + or - Expectancy Theory of Motivation
- 18. Copyright © 2009by The McGraw-Hill Companies, Inc. All rights reserved.McGraw-Hill/Irwin Goal Setting and Feedback Employee Motivation: Foundations and Practices
- 19. 5-19 Effective Goal Setting Goalsetting is the process of motivating employees and clarifying their role perceptions by establishing performance objectives It increases employee performance in two ways: (1) by stretching the intensity and persistence of effort and (2) by giving employees clearer role perceptions Effective goals must meet six conditions: What are SMART goals? Specific Relevant Challenging Commitment Participation Feedback Refer to textbook, page 100
- 20. 5-20 Characteristics of EffectiveFeedback Effective Feedback Specific Relevant Timely Credible Frequent Refer to textbook, page 100
- 21. 5-21 Evaluating Goal Settingand 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
- 22. Copyright © 2009by The McGraw-Hill Companies, Inc. All rights reserved.McGraw-Hill/Irwin Organizational Justice Employee Motivation: Foundations and Practices
- 23. 5-23 Elements of EquityTheory 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
- 24. 5-24 Correcting Inequity Feelings Reduceour 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
- 25. Copyright © 2009by The McGraw-Hill Companies, Inc. All rights reserved.McGraw-Hill/Irwin Job Design and Empowerment Employee Motivation: Foundations and Practices
- 26. 5-26 Job Design Some jobshave 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
- 27. 5-27 Job Specialization Dividing workinto 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
- 28. 5-28 Advantages Disadvantages Evaluating JobSpecialization Less time changing activities Lower training costs Job mastered quickly Better person-job matching Job boredom Higher absenteeism/turnover Lower work quality Lower motivation
- 29. 5-29 Job Enrichment Giving employeesmore responsibility for scheduling, coordinating, and planning one’s own work People in enriched jobs experience higher job satisfaction and work motivation, along with lower absenteeism and turnover Two 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
- 30. 5-30 Dimensions of Empowerment Meaning Competence Employeescare 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 Impact Employees 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
- 31. 5-31 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
- 32. 5-32 Work motivation Growth satisfaction General satisfaction Work effectiveness Job Characteristics Model Feedback fromjob Knowledge of results Skill variety Task identity Task significance Meaningfulness Autonomy Responsibility Individual differences Critical Psychological States Core Job Characteristics Outcomes Refer to textbook, pages 104-105
- 33. Copyright © 2009by The McGraw-Hill Companies, Inc. All rights reserved.McGraw-Hill/Irwin Employee Motivation: Foundations and Practices Chapter Five Courtesy Sarova Panafric Hotel