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Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 6-1 Chapter 6: Motivating Others Developing Management Skills
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Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall6-*Chapter 6:Motivating OthersDeveloping Management Skills
Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall6-*Diagnose work performance problemsEnhance the work-related abilities of othersFoster a motivating work environmentLearning Objectives
Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall6-*MotivationI dont motivate my players. You cannot motivate someone, all you can do is provide a motivating environment and the players will motivate themselves.
Phil Jackson after winning his 7th NBA title as a coach.
Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall6-*MotivationSpending time and energy trying to motivate people is a waste of effort. The real question is not, How do we motivate our people? If you have the right people, they will be self-motivated. They key is to not de-motivate them.
Jim Collins, Good to Great
Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall6-*Formula for PerformancePerformance = Ability x Motivation (Effort)
Ability = Aptitude x Training x Resources
Motivation = Desire x Commitment
Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall6-*Diagnosing Poor PerformanceHow difficult are the tasks?How capable is the individual?How hard is individual trying to succeed at the job?How much improvement is individual making?
Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall6-*Performance and MotivationIs the problem Ability or Motivation?
Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall6-*Three Danger Signals of Ability DegenerationTaking refuge in a specialtyFocusing on past performanceExaggerating aspects of the leadership role
Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall6-*Five Tools for Improving AbilityResupplyRetrainRefitReassignRelease
Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall6-*Management StylesTheory X: Assumes that people seek to avoid work when possible
Theory Y: Assumes that people have an intrinsic desire to do good work
Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall6-*Relationship Between Satisfaction and PerformanceEMPHASIS ON PERFORMANCEEMPHASIS ONSATISFACTIONLOWHIGHHIGH
LOWIndulgingIntegratingIgnoringImposing
Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall6-*Four TypesIndulging: focuses on satisfaction rather than performanceImposing: focuses on performance rather than satisfactionIgnoring: focuses on neither performance nor satisfactionIntegrating: focuses equally on performance and satisfaction
Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall6-*Old View of MotivationSatisfaction Motivation Performance(Contented Cows give more Milk)
Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall6-*New View of MotivationMotivationSatisfactionOutcomesPerformance
Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall6-*Motivation PerformanceMotivation begins with establishing moderately difficult goals that are understood and accepted.
Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall6-*Goal SettingCharacteristics of good goals:SpecificConsistentAppropriately challengingProvide feedback
Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall6-*Motivation PerformanceAfter setting goals, managers should remove obstacles to performance.
Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall6-*Path Goal TheoryInsert figure 6.2
Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall6-*Performance OutcomesUsing rewards and discipline to encourage exceptional behaviors and extinguish unacceptable behavior.
Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall6-*The Best Award ProgramsGive awards publiclyUse awards infrequentlyEmbed them in a reward processAcknowledge past recipients in awards presentationsMatch award with culture
Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall6-*Managers Actions as ReinforcersManagers get what they reinforce, not what they want.
Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall6-*Behavior Shaping Strategies
Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall6-*Disciplining: responding negatively to behavior to discourage future occurrences.
Rewarding: linking desired behaviors with employee-valued outcomes.
Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall6-*Extrinsic Outcomes: outside the control of the individual.
Intrinsic Outcomes: experienced by the individual as a result of successful performance.
Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall6-*Work DesignThe process of matching job characteristics and the workers skill and interests.
Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall6-*Job Characteristics ModelInsert figure 6.4
Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall6-*Work Design StrategiesCombine tasksForm identifiable work unitsEstablish client relationshipsIncrease authorityFeedback
Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall6-*Need Theories Hierarchy of NeedsMaslow Alderfer
Self Actualization Esteem Growth Belongingness SocialSafetyPhysiological Existence
Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall6-*Murrays Manifest NeedsNeed for Achievement: behavior toward competition with a standard of excellenceNeed for Affiliation: desire to feel reassured and acceptable to othersNeed for Power: desire to influence others and to control ones environment
Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall6-*Needs and AttributionCommon Management MistakesAssuming all employees value the same rewardAssuming the managers preference for a reward is the same as employees
Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall6-*Cafeteria Style SystemsAllows employees to select from a menu of benefits, i.e. health benefits, insurance, etc.
Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall6-*Fairness and EquityWorkers evaluate what they get from the relationship (outcomes) to what they put in (inputs) and compare this ratio to others in a comparison group.
Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall6-* Fairness and EquityWorkers who perceive inequity are motivated to adjust their own or other workers inputs and/or outcomes.
Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall6-*FeedbackTo make the connection between behavior and outcome, considerThe length of time between behavior and rewardsThe explanation (feedback) for the reward
Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall6-*Integrative ModelEFFORT(Desire and Commitment)PERFORMANCEOUTCOMES(Extrinsic andIntrinsic)SATISFACTION+-AbsenteeismAnd turnoverCommitment2. ABILITYAptitudeTrainingResources5. SALIENCEPersonal needs 6. TIMELINESS1. GOALS/EXPECTATIONSAcceptedChallenging and specificFeedback4.EQUITYSocial comparisonsPersonal expectations
3. REINFORCEMENTDisciplineRewards
Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall6-*Behavioral GuidelinesClearly define an acceptable level of performance or specific goalsRemove obstacles to reaching goalsMake rewards contingent on performanceTreat discipline as a learning experience
Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall6-*Behavioral GuidelinesTransform acceptable behaviors into exceptional onesIdentify rewards that appeal to the individualCheck subordinates perceptions of reward equityProvide timely rewards and feedback
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