1. ©Prentice Hall, 2001Chapter 101 Motivating and Rewarding Employees

2. ©Prentice Hall, 2001Chapter 102 Learning Outcomes Describe the motivation process Define needs Explain the hierarchy of needs theory Compare Theory X and Theory Y Examine the motivation-hygiene theory

3. ©Prentice Hall, 2001Chapter 103 Learning Outcomes Examine motivation and equity theory Explain expectancy theory Design jobs to maximize performance Discuss workforce diversity and motivation

4. ©Prentice Hall, 2001Chapter 104 Drives Search Behavior Search Behavior Tension Reduction of Tension Reduction of Tension Satisfied Need Satisfied Need The Motivation Process Unsatisfied Need Unsatisfied Need

5. ©Prentice Hall, 2001Chapter 105 Maslow’sHierarchy of Needs SelfEsteemSocialSafetyPhysiological

6. ©Prentice Hall, 2001Chapter 106 Theory X Workers Dislike Work Avoid Responsibility Little Ambition Theory Y Workers Enjoy Work Accept Responsibility Self-Directed

7. ©Prentice Hall, 2001Chapter 107 Herzberg’s Two-Factor Theory Hygiene Factors Motivators High Job Dissatisfaction Job Satisfaction 0 Quality of supervision Salary and benefits Company policies Working conditions Relations with others Security and status Quality of supervision Salary and benefits Company policies Working conditions Relations with others Security and status Career advancement Recognition Work itself Responsibility Advancement Growth Career advancement Recognition Work itself Responsibility Advancement Growth

8. ©Prentice Hall, 2001Chapter 108 The Theory of Needs DavidMcClelland The Theory of Needs DavidMcClelland Need for Achievement(nAch) Achievement(nAch) Power(nPow) Power(nPow) Affiliation(nAff) Affiliation(nAff)

9. ©Prentice Hall, 2001Chapter 109 Equity Theory Ratio Comparison* Employee’s Perception Outcomes A Inputs A Outcomes A Inputs A Outcomes A Inputs A Outcomes B Inputs B Outcomes B Inputs B Outcomes B Inputs B < = > Inequity (Under-Rewarded) Equity Inequity (Over-Rewarded) * Where A is the employee, and B is a relevant other or referent.

10. ©Prentice Hall, 2001Chapter 1010 The Job CharacteristicsModel Skill Variety Task Identity Task Significance Autonomy Feedback Skill Variety Task Identity Task Significance Autonomy Feedback

11. ©Prentice Hall, 2001Chapter 1011 CharacteristicsExamples Skill Variety High varietyThe owner-operator of a garage who does electrical repair, rebuilds engines, does body work, and interacts with customers Low varietyA bodyshop worker who sprays paint eight hours a day Task Identity High identityA cabinetmaker who designs a piece of furniture, selects the wood, builds the object, and finishes it to perfection Low identityA worker in a furniture factory who operates a lathe to make table legs Task Significance High significanceNursing the sick in a hospital intensive-care unit Low significanceSweeping hospital floors Autonomy High autonomyA telephone installer who schedules his or her own work for the day, and decides on the best techniques for a particular installation Low autonomyA telephone operator who must handle calls as they come according to a routine, highly specified procedure Feedback High feedbackAn electronics factory worker who assembles a radio and then tests it to determine if it operates properly Low feedbackAn electronics factory worker who assembles a radio and then routes it to a quality control inspector who tests and adjusts it Examples of High and Low Job Characteristics

12. ©Prentice Hall, 2001Chapter 1012 Personal and Work Outcomes Core Job Dimensions Critical Psychological States The Job Characteristics Model Skill variety Task identify Task significance Experienced meaningfulness of the work Experienced responsibility for outcomes of the work Knowledge of the actual results of the work activities Autonomy Feedback High internal work motivation High-quality work performance High satisfaction with the work Low absenteeism and turnover Employee Growth Need Strength

13. ©Prentice Hall, 2001Chapter 1013 The Motivating Potential Score Motivating Potential Score (MPS) Autonomy Feedback = Skill Variety Task Identity Task Significance ++ 3 X X High MPS Increases Motivation Performance Satisfaction and Decreases Absence Turnover

14. ©Prentice Hall, 2001Chapter 1014 Expectancy Theory 3. Rewards-personal goals relationship 1. Effort-performance relationship 2. Performance-rewards relationship IndividualEffortIndividualPerformance IndividualGoals OrganizationalRewards 1 2 3

15. ©Prentice Hall, 200115 An Integrative Model of Motivation Personal Goals Personal Goals Ability Opportunity Performance Appraisal Criteria Performance Appraisal Criteria High nAch High nAch Individual Performance Individual Performance Appraisal System Performance Appraisal System Reinforcement Individual Effort Individual Effort Dominant Needs Dominant Needs Equity Comparison O I A I B Equity Comparison O I A I B Organization Rewards Organization Rewards Goals Direct Behavior Goals Direct Behavior

16. ©Prentice Hall, 2001Chapter 1016 Contemporary Motivation Issues Workforce diversity Pay-for-performance Minimum-wage workers Professional employees Technical workers

17. ©Prentice Hall, 2001Chapter 1017 Flexible Work Options CompressedWorkweek Flextime JobSharing Telecommuting