The document discusses various theories of employee motivation. It begins by describing how the general manager of Sarova Panafric Hotel motivates employees through praise and recognition. It then covers Abraham Maslow's hierarchy of needs theory and its evaluation. Next, it discusses David McClelland's learned needs theory and Clayton Alderfer's ERG theory. The document also summarizes expectancy theory, goal setting theory, equity theory, job characteristics model, and the importance of job design and empowerment for motivation.

1. Copyright © 2009 by The McGraw-Hill Companies, Inc. All rights reserved.McGraw-Hill/Irwin
Employee
Motivation:
Foundations
and Practices
Chapter Five
Courtesy Sarova Panafric Hotel

2. 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 at
Sarova Panafric Hotel
Courtesy Sarova Panafric Hotel

3. 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)

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 and others
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 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

8. 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 to
know
Need for
beauty
Refer to textbook, page 93

9. 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 to
know
Need for
beauty

10. 5-10
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

11. 5-11
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

12. 5-12
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)

13. 5-13
Four-Drive Theory
Drive to
Bond
Drive to
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 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
Goal-directed
choice and effort

15. Copyright © 2009 by 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
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

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 © 2009 by 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
Goal setting 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 Effective Feedback
Effective
Feedback
Specific
Relevant
Timely
Credible
Frequent
Refer to textbook, page 100

21. 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

22. Copyright © 2009 by The McGraw-Hill Companies, Inc. All rights reserved.McGraw-Hill/Irwin
Organizational
Justice
Employee Motivation:
Foundations and Practices

23. 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

24. 5-24
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

25. Copyright © 2009 by 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 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

27. 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

28. 5-28
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

29. 5-29
Job Enrichment
Giving employees more 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
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
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
from job
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 © 2009 by The McGraw-Hill Companies, Inc. All rights reserved.McGraw-Hill/Irwin
Employee
Motivation:
Foundations
and Practices
Chapter Five
Courtesy Sarova Panafric Hotel