Chapter 14: Motivating Employees
Don Hellriegel
Susan E. Jackson
John W. Slocum, Jr.
MANAGING: A COMPETENCY BASED APPROACH
11th Edition
Prepared by
Argie ButlerTexas A&M University
Chapter 14: PowerPoint 14.1
Learning Goals
1. Describe four approaches that can be used to explain employee motivation and satisfaction
2. Explain how managers can use goals and rewards to improve performance
3. Describe how jobs can be designed to be motivational and satisfying
(continued)
Chapter 14: PowerPoint 14.2
4. State how the organization context affects motivation and satisfaction
5. Describe how the needs of individuals can affect their work
6. Describe how understanding motivation can help managers improve employee performance and satisfaction
Learning Goals (cont’d)
Chapter 14: PowerPoint 14.3
Motivation: a psychological state that exists whenever internal and/or external forces stimulate, direct, or maintain behaviors
Satisfaction: a psychological state that indicates how people feel about their situation, based on their evaluation of the situation
Chapter 14: PowerPoint 14.4 (Adapted from Figure 14.1)
ManagerBehaviorManagerBehavior
JobDesign
JobDesign
OrganizationContext
OrganizationContext
IndividualDifferencesIndividualDifferences
Employee MotivationEmployee Satisfaction
Consequences for employers and employees
Improved individual and team performance
Satisfied customers High morale Reduced turnover
Chapter 14: PowerPoint 14.5
Practical actions by managers to enhance motivation1. Inspire employees through one-on-one communication
2. Set specific and challenging goals that employees accept and will strive to achieve
3. Provide employees with praise, recognition, or other rewards
Chapter 14: PowerPoint 14.6 (Adapted from Figure 14.2)
Goals Specific Difficult Accepted
Goals Directs attention Energizes Encourages
persistency New strategies
developed
Performance
Feedback
Chapter 14: PowerPoint 14.7 (Adapted from Table 14.1)
Pitfalls Possible Solutions
Focusing on performance may reduce learning
Employees may feel stressed
Individual goals may create conflict among members of a team
Include goals that recognize the importance of learning as well as maximizing performance
Be sure employees have the training and resources they need to achieve their goals
Establish group goals and a shared vision
(continued)
Chapter 14: PowerPoint 14.8 (Adapted from Table 14.1)
Pitfalls Possible Solutions
People may be tempted to cheat, especially if they are close to achieving their goals but expect to ultimately fail
Focusing on goals may mean some other aspects of performance are ignored
Put proper controls in place
Establish a culture that values ethical behavior
Set goals for all important aspects of performance
Chapter 14: PowerPoint 14.9
Managerial Approach: How GoalsWork
Managerial Approach: How GoalsWork
Goals help direct the attention of employees toward the most important work activities and away from irrelevant tasks
Goals help direct the attention of employees toward the most important work activities and away from irrelevant tasks
Goals energize employees to exert more effort when accepted
Goals energize employees to exert more effort when accepted
Goals encourage employees to persist in their work efforts
Goals encourage employees to persist in their work efforts
Accepted goals motivate employees to think about alternative strategies for achieving them
Accepted goals motivate employees to think about alternative strategies for achieving them
Chapter 14: PowerPoint 14.10
Managerial Approach: OfferingIncentives and Rewards
Reinforcement theory: behavior is a functionof its consequences
Focuses on changing behaviors
Behavior modification: using the principlesof reinforcement theory to modify employee behaviors (actions)
Positive reinforcement: increases the likelihood that a behavior will be repeated by creating a pleasant consequence after the behavior occurs
Chapter 14: PowerPoint 14.11
Punishment: creating a negative consequence to discourage a behavior whenever it occurs
Actions serve to avoid unpleasant results
Causes the behavior to be repeated
Extinction: the absence of any consequence—either positive reinforcement or punishment—followingthe occurrence of a behavior
Negative reinforcement: employees engage in a behavior in anticipation of avoiding unpleasant consequences in the future
Chapter 14: PowerPoint 14.12
“The problem with reward andrecognition as it’s typically done is that it tends
to violate everything that we know about positive reinforcement from a scientific perspective…Much of
[what managers do] is based on their own personal experiences rather than any systematic ways of approaching them to sort out fact from fiction.”
Aubrey Daniels, Founder, Aubrey Daniels International
Chapter 14: PowerPoint 14.13 (Adapted from Figure 14.3)
StimulusStimulusResponse ofEmployee
(Behavior X)
Response ofEmployee
(Behavior X)
Consequencefor EmployeeConsequencefor Employee
Likelihood ofBehavior X in aSimilar Future
Situation
Likelihood ofBehavior X in aSimilar Future
SituationEmployee Experiences
a Reward(Positive Reinforcement)
Employee Experiencesa Reward
(Positive Reinforcement)
Employee Avoids aNegative Consequence
(Negative Reinforcement)
Employee Avoids aNegative Consequence
(Negative Reinforcement)
Employee Experiences aNegative Consequence
(Punishment)
Employee Experiences aNegative Consequence
(Punishment)
Employee ExperiencesNo Consequences
(Extinction)
Employee ExperiencesNo Consequences
(Extinction)
or
or
or
A SituationExperiencedBy Employee
A SituationExperiencedBy Employee
Employee Reacts By ExhibitingBehavior X
Employee Reacts By ExhibitingBehavior X
Increases
Increases
Decreases
Decreases
Chapter 14: PowerPoint 14.14
Expectancy theory: people tend to choose behaviors that they believe will help them achieve their personal goals (e.g., a promotion or job security) and avoid behaviors that they believe will lead to undesirable personal consequences (e.g., a demotion or criticism)
Emphasizes the initial decision to engage in a behavior
Emphasizes personal goals of employees
Chapter 14: PowerPoint 14.15
Expectancy: person’s estimate of how likely a certain level of effort will lead to the intended behavior or performance result
Expectancy question: If I make an effort, will I be able to perform the behavior?
Instrumentality: a person’s perception of how useful the intended behavior or performance is for obtaining desired outcomes (or avoiding undesired outcomes)
Instrumentality question: If I perform the behavior, what will be the consequences?
Valence: the value (weight) that an employee attaches to a consequence
Valence question: How much do I value the consequences associated with the behavior?
(continued)
Chapter 14: PowerPoint 14.16 (Adapted from Figure 14.4)
EffortEffort PerformancePerformance
Expectancy Question:If I make an effort,will I be able toperform the behavior?
Instrumentality Question:If I perform thebehavior, what willbe the consequences?
Obtain desiredoutcomes (e.g.,
rewards,recognition, pride)
Obtain desiredoutcomes (e.g.,
rewards,recognition, pride)
Valence Question:How much do I value theconsequences associated with the behavior?
Receive undesirableoutcomes (e.g.,
punishment,ridicule, shame)
Receive undesirableoutcomes (e.g.,
punishment,ridicule, shame)
??
?
Chapter 14: PowerPoint 14.17
Job Design Approach to EmployeeSatisfaction and Motivation
Job characteristics theory: employees are more satisfied and motivated when their jobs are meaningful, when jobs create a feeling of responsibility, and when jobs are designed to ensure that some feedback is available
(continued)
Chapter 14: PowerPoint 14.18
Job Design Approach to EmployeeSatisfaction and Motivation (cont’d)
Critical Psychological States
Experienced meaningfulness: whether employees perceive their work as valuable and worthwhile
Experienced meaningfulness: whether employees perceive their work as valuable and worthwhile
Experienced responsibility: whether employees feel personally responsible for the quantity and quality of their work
Experienced responsibility: whether employees feel personally responsible for the quantity and quality of their work
Knowledge of results: extent to which employees receive feedback about how well they are doing
Knowledge of results: extent to which employees receive feedback about how well they are doing
Chapter 14: PowerPoint 14.19
Key job characteristics: objective aspects of the job design that can be changed to improve the critical psychological states
(continued)
Skill variety: degree to which the job involves many different work activities or requires several skills and talents
Task identity: the job involves completing an identifiable piece of work, that is, doing a job with a clear beginning and outcome
Task significance: the job has a substantial impact on the goals or work of others in the company
Skill variety: degree to which the job involves many different work activities or requires several skills and talents
Task identity: the job involves completing an identifiable piece of work, that is, doing a job with a clear beginning and outcome
Task significance: the job has a substantial impact on the goals or work of others in the company
Chapter 14: PowerPoint 14.20
Key job characteristics: (cont’d)
Autonomy: the job provides substantial freedom, independence, and discretion in scheduling work and determining the procedures to be used in carrying out tasks
Feedback: the outcome provides direct and clear information to employees about their performance
Autonomy: the job provides substantial freedom, independence, and discretion in scheduling work and determining the procedures to be used in carrying out tasks
Feedback: the outcome provides direct and clear information to employees about their performance
(continued)
Growth need strength: the degree of desire for personal challenge, accomplishment, and learning
Chapter 14: PowerPoint 14.21 (Adapted from Figure 14.6)
Five Job Characteristics Skill variety Task Identity Task significance
Autonomy Feedback
Three Critical Psychological States Experienced
meaningfulnessof work
Experiencedresponsibility forwork outcomes
Knowledge ofactual workresults
Personal and Work Outcomes High internal
workmotivation
High-qualityworkperformance
Low absenteeism andturnover
Highsatisfactionwith the work
Gro
wth
Nee
d S
tren
gth
Chapter 14: PowerPoint 14.22
Two-factor theory: two separate and distinct aspects of the work context are responsible for motivating and satisfying employees
Hygiene factors: the non-task characteristics of the work environment—the organizational context—that create dissatisfaction
Motivator factors: aspects of the organizational context that create positive feelings among employees
Chapter 14: PowerPoint 14.23 (Adapted from Figure 14.7)
High Motivation
No Motivation and
No Dissatisfaction
Dissatisfaction
Hygienes MotivatorsLow LowHigh High
Chapter 14: PowerPoint 14.24
Organizational Approach: Two-FactorTheory
Hygiene factors
Absence of dissatisfaction is an essential, but not sufficient, condition for creating a motivated workforce
Help create work setting that makes it possible to motivate employees
Presence results in employees who feel excited and committed to their work
Motivator factors
Chapter 14: PowerPoint 14.25
Organizational Approach: TreatingPeople Fairly
Equity theory: employees judge whether they’ve beentreated fairly by comparing the ratio of their outcomesand inputs to the ratios of others doing similar work
Inputs: what an employee gives to the job (e.g., time, effort, education, and commitment to the organization)
Outcomes: what an employee gets out of doing the job (e.g., the feelings of meaningfulness and responsibility associated with the job, promotions, and increased pay)
Chapter 14: PowerPoint 14.26 (Adapted from Table 14.3)
Organizational Approach: EquityTheory—Examples of Equity Perceptions
Situation A
Situation B
Ally’sEquityPerception
Andy’sEquityPerceptionComparisonAllyAndy
Outcome:$500Input: 50hours work
Outcome:$800Input: 80hours work
Outcome:$500Input: 50hours work
Outcome:$500Input: 60hours work
$500/50 =$800/80 =$10/hour
$500/50 >$500/60
Equitable Equitable
Feelsover-rewarded(inequitable)
Feelsunder-rewarded(inequitable)
Chapter 14: PowerPoint 14.27
Organizational Approach: Equity Theory— Possible Reactions to Perceived Inequity
Organizational Approach: Equity Theory— Possible Reactions to Perceived Inequity
Increase outputs
Decrease outputs
Change compensation (outcome) through legal or other actions
Modify comparison by choosing another person or group to evaluate oneself against
Distort reality by rationalizing that the inequities are justified
Leave the situation (quit job)
Chapter 14: PowerPoint 14.28
Need: feeling of deficiency in some aspect of a person’s life that creates an uncomfortable tension
Hierarchy of needs: describes the order in which people seek to satisfy their desires
Tension becomes a motivating force
Satisfying the bottom level hierarchy comes first
Chapter 14: PowerPoint 14.29
Physiological needs: food, clothing, and shelter, which people try to satisfy before all others (Most basic level)
Security needs: desire for safety and stability, and the absence of pain, threat, and illness
Affiliation needs: desire for friendship, love, and belonging
(continued)
Chapter 14: PowerPoint 14.30
Esteem needs: desire for self-respect, a sense of personal achievement, and recognition from others
Esteem needs: desire for self-respect, a sense of personal achievement, and recognition from others
Self-actualization needs: desire for personal growth, self-fulfillment, and the realization of the individual’s full potential
Self-actualization needs: desire for personal growth, self-fulfillment, and the realization of the individual’s full potential
Chapter 14: PowerPoint 14.31
Satisfaction-progression hypothesis: a need motivates until it becomes satisfied
Until basic needs are satisfied, people won’t be concerned with higher level needs
Frustration-regression hypothesis: when an individual is frustrated in meeting higher level needs, the next lower level needs reemerge and again direct behavior
Moving Up
Moving Down
Chapter 14: PowerPoint 14.32 (Adapted from Figure 14.8)
Self-Actualization
Esteem
Affiliation
Security
Physiological
Sati
sfac
tion
-Pro
gres
sion
Frustration-Regression
Chapter 14: PowerPoint 14.33
Clearly communicate the organization’s mission to employees and explain how their contribution to the organization will help the organization realize its mission
(continued)
State the behaviors and performance achievements that are desired and explainhow they will be rewarded
Design jobs with high motivating potential
Provide frequent and constructive feedback
Chapter 14: PowerPoint 14.34
Provide rewards for desired behaviors and outcomes
Provide rewards that employees value
Provide equitable rewards
Recognize that each person is unique