Chapter 16 Motivating Employees

ninth edition

STEPHEN P. ROBBINS

Cha-ter 

/  & '(() Prenti*e Prenti*e Hall+ In*.

#!R$ COU%TER

#otivatin, E"-loyees

PowerPoint Presentation by Charlie Cook

%E!RNIN1 OUT%INE Follow this Learning Outline as you read and study this chapter.

hat Is #otivation2 • 3efine "otivation. • E4-lain "otivation as a need5satisfyin, -ro*ess.

Early Theories of #otivation • 3es*ribe #aslow6s hierar*hy of needs and how it *an be 7sed to "otivate. • 3is*7ss how Theory 8 and Theory $ "ana,ers a--roa*h "otivation. • 3es*ribe Her9ber,6s Her 9ber,6s Her9b er,6s "otivation5hy,iene theory. • E4-lain Her9ber,6s views of satisfa*tion and dissatisfa*tion.  & '(() Prenti*e Hall+ In*. !ll !ll ri,hts reserved.

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%E!RNIN1 OUT%INE Follow this Learning Outline as you read and study this chapter.

hat Is #otivation2 • 3efine "otivation. • E4-lain "otivation as a need5satisfyin, -ro*ess.

Early Theories of #otivation • 3es*ribe #aslow6s hierar*hy of needs and how it *an be 7sed to "otivate. • 3is*7ss how Theory 8 and Theory $ "ana,ers a--roa*h "otivation. • 3es*ribe Her9ber,6s Her 9ber,6s Her9b er,6s "otivation5hy,iene theory. • E4-lain Her9ber,6s views of satisfa*tion and dissatisfa*tion.  & '(() Prenti*e Hall+ In*. !ll !ll ri,hts reserved.

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% E ! R N I N 1 O U T % I N E ;*ont6d< Follow this Learning Outline as you read and study this chapter.

Conte"-orary Theories of #otivation • 3es*ribe the three needs #*Clelland -ro-osed as bein, -resent in work settin,s. • E4-lain how ,oal5settin, and reinfor*e"ent theories e4-lain e"-loyee "otivation. • 3es*ribe the =ob *hara*teristi*s "odel as a way w ay to desi,n "otivatin, =obs. • 3is*7ss the "otivation i"-li*ations of e>7ity theory. • Contrast distrib7tive =7sti*e and -ro*ed7ral =7sti*e. • E4-lain the three key linka,es in e4-e*tan*y theory and their role in "otivation.  & '(() Prenti*e Hall+ In*. !ll !ll ri,hts reserved.

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% E ! R N I N 1 O U T % I N E ;*ont6d< Follow this Learning Outline as you read and study this chapter.

C7rrent Iss7es in #otivation • 3es*ribe the *ross5*7lt7ral *hallen,es of "otivation. • 3is*7ss the *hallen,es "ana,ers fa*e in "otivatin, 7ni>7e ,ro7-s of workers. • 3es*ribe o-en5book "ana,e"ent+ e"-loyee e" -loyee re*o,nition+ -ay5for5-erfor"an*e+ -ay5for5-erfor"an*e+ and sto*k o-tion -ro,ra"s.

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hat Is #otivation2 • Motivation  Is

the result of an interaction between the person and a situation; it is not a personal trait.

 Is

the process by which a person’s efforts are energized, directed, and sustained towards attaining a goal. 

Ener,yA  a a measure of intensity or drive.



3ire*tionA  toward toward organizational goals



Persisten*eA  exerting exerting effort to achieve goals.

 Motivation

wors best when individual needs are compatible with organizational goals.

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Early Theories of #otivation • Maslow’s !ierarchy of "eeds • Mac#regor’s $heories % and & • !erzberg’s $wo'(actor $heory

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Early Theories of #otivation • Maslow’s !ierarchy of "eeds $heory  "eeds

were categorized as five levels of lower' to higher'order needs. 

Individuals must satisfy lower'order needs before they can satisfy higher order needs.

)atisfied needs will no longer motivate.  Motivating a person depends on nowing at what level that person is on the hierarchy. 

 !ierarchy

of needs

*ower'order +external- physiological, safety  !igher'order +internal- social, esteem, self'actualization 

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E4hibit /0

#aslow6s Hierar*hy of Needs

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Early Theories of #otivation ;*ont6d< • Mc#regor’s $heory % and $heory &  $heory

%

 ssumes that worers have little ambition, dislie wor, avoid responsibility, and re/uire close supervision.



 $heory &

 ssumes that worers can exercise self'direction, desire responsibility, and lie to wor.



 ssumption

Motivation is maximized by participative decision maing, interesting 0obs, and good group relations.

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Early Theories of #otivation ;*ont6d< • !erzberg’s Motivation'!ygiene $heory  1ob

satisfaction and 0ob dissatisfaction are created by different factors. Hy,iene fa*torsA  extrinsic extrinsic +environmental factors that create  0ob dissatisfaction.





#otivatorsA  intrinsic intrinsic +psychological factors that create 0ob satisfaction.

 ttempted

to explain why 0ob satisfaction does not result in increased performance. 

$he opposite of satisfaction is not dissatisfaction, but rather no satisfaction.

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E4hibit /0'

Her9ber,6s #otivation5Hy,iene Theory

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E4hibit /0:

Contrastin, Diews of Satisfa*tion53issatisfa*tion

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Conte"-orary Theories of #otivation • $hree'"eeds $heory • #oal')etting $heory • 2einforcement $heory • 3esigning Motivating 1obs • 4/uity $heory • 4xpectancy $heory

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#otivation and Needs • $hree'"eeds $heory +Mc5lelland  $here are three ma0or

ac/uired needs that are ma0or

motives in wor. 

Need for a*hieve"ent ;n!*h<  6 $he drive to excel and succeed



Need for -ower ;nPow<  6 $he need to influence the behavior of others



Need of affiliation ;n!ff<  6 $he desire for interpersonal relationships

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E4hibit /0?

E4a"-les of Pi*t7res Used for !ssessin, %evels of n!*h+ n!ff+ and nPow

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#otivation and 1oals • #oal')etting $heory  7roposes

that setting goals that are accepted, specific, and challenging yet achievable will result in higher performance than having no or easy goals.  Is culture bound to the 8.). and 5anada.

• 9enefits of 7articipation in #oal')etting  Increases  (osters

the acceptance of goals.

commitment to difficult, public goals.

 7rovides

for self'feedbac +internal locus of control that guides behavior and motivates performance +self' efficacy.

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E4hibit /0@

1oal5Settin, Theory

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#otivation and Behavior  • 2einforcement $heory  ssumes

that a desired behavior is a function of its conse/uences, is externally caused, and if reinforced, is liely to be repeated. 

7ositive reinforcement is preferred for its long'term effects on performance



Ignoring undesired behavior is better than punishment which may create additional dysfunctional behaviors.

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3esi,nin, #otivatin, obs • 1ob 3esign  $he way into which tass can be

combined to form

complete 0obs.  (actors influencing 0ob design5hanging organizational environment:structure  $he organization’s technology 



4mployees’ sill, abilities, and preferences

 1ob enlargement 

Increasing the 0ob’s scope +number and fre/uency of tass

 1ob enrichment 

Increasing responsibility and autonomy +depth in a 0ob.

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3esi,nin, #otivatin, obs ;*ont6d< • 1ob 5haracteristics Model +15M   conceptual

framewor for designing motivating 0obs that create meaningful wor experiences experiences that that satisfy satisfy employees’ growth needs.

 (ive primary

0ob characteristics-



Skill varietyA  how how many sills and talents are needed



Task identityA  does does the 0ob produce a complete complete wor wor



Task si,nifi*an*eA  how how important is the 0ob



!7tono"yA  how how much independence does the 0obholder have



Feedba*kA  do do worers now how well they are doing

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E4hibit /0/

ob Chara*teristi*s #odel

Source: 1.2. !acman and 1.*. )uttle +eds.. Improving Life at Work +#lenview, I*- )cott, (oresman, >. ?ith permission of the authors.

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E4hibit /0)

17idelines for ob Redesi,n

Source: 1.2. !acman and 1.*. )uttle +eds.. Improving Life at Work +#lenview, I*- )cott, (oresman, >. ?ith permission of the authors.

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3esi,nin, #otivatin, obs ;*ont6d< • )uggestions for 8sing the 15M  5ombine tass +0ob enlargement to create more

meaningful wor.  5reate

natural wor units to mae employees’ wor important and whole.

 4stablish

external and internal client relationships to provide feedbac.

 4xpand

0obs vertically +0ob enrichment by giving employees more autonomy.

 @pen

feedbac channels to let employees now how well they are doing.

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#otivation and Per*e-tion • 4/uity $heory  7roposes that employees perceive what they get from

a 0ob situation +outcomes in relation to what they they put put in +inputs and then compare their inputs'outcomes ratio with the inputs'outcomes ratios of relevant others. 

If the ratios are perceived as e/ual then a state of e/uity +fairness exists.



If the ratios are perceived as une/ual, ine/uity exists and the person feels under' or over'rewarded.



?hen ine/uities occur, employees will attempt to do something to rebalance the ratios +see 0ustice.

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#otivation and Per*e-tion ;*ont6d< • 4/uity $heory +cont’d  4mployee

responses to perceived ine/uities-



3istort own or others’ ratios.



Induce others to change their own inputs or outcomes.



5hange own inputs +increase or decrease efforts or outcomes +see greater rewards.



5hoose a different comparison +referent other +person, systems, or self.



Auit their 0ob.

 4mployees

are concerned with both the absolute and relative nature of organizational rewards.

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E4hibit /0

E>7ity Theory

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#otivation and Per*e-tion ;*ont6d< • 4/uity $heory +cont’d  3istributive 

0ustice

$he perceived fairness of the amount and allocation of rewards among individuals +i.e., who received what.  6 Influences an employee’s satisfaction.

 7rocedural 

0ustice

$he perceived fairness of the process use to determine the distribution of rewards +i.e., how who received what.  6  ffects an employee’s organizational commitment.

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#otivation and Behavior  • 4xpectancy $heory +Broom  )tates

that an individual tends to act in a certain way based on the expectation that the act will be followed by a given outcome and on the attractiveness of that outcome to the individual.

 Cey

to the theory is understanding and managing employee goals and the linages among and between effort, performance and rewards. 

EffortA  employee employee abilities and training:development training:development



Perfor"an*eA  valid valid appraisal systems



Rewards ;,oals