2. Work Motivation
Chapter 14:

3. Learning Goals
Describe four approaches that can be used to explain employee motivation and satisfaction
Explain how managers can use goals and rewards to improve performance
Describe how jobs can be designed to be motivational and satisfying
(continued)

4. Learning Goals (cont’d)
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

5. Motivation is the inner state that causes an individual to behave in a
way that ensures the accomplishment of some goal.
The force that moves people to initiate, direct and sustain behavior and action.
Force that moves employees and managers to higher performance.

6. Understanding Motivation and Satisfaction
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

7. Employee Motivation and Satisfaction
Manager
Behavior
Consequences for employers and employees
Job
Design
Employee Motivation
Employee Satisfaction
Improved individual and team performance
Satisfied customers
High morale
Reduced turnover
Organization
Context
Individual
Differences

8. Managerial Approach (Manager Behavior)
to Employee Satisfaction and Motivation
Practical actions by managers to enhance motivation
Inspire employees through one-on-one communication
Set specific and challenging goals that employees accept and will strive to achieve
Provide employees with praise, recognition, or other rewards

9. Managerial Approach
Goal-setting theory states that managers can direct the performance of their employees by assigning specific, difficult goals that employees accept and are will to commit to.
Management by objectives (MBO) is a participative goal-setting technique used in many U.S. organizations.

10. Managerial Approach: How Goal Setting Works
Specific
Difficult
Accepted
Directs attention
Energizes
Encourages persistency
New strategies developed
Performance
Feedback

11. Managerial Approach: Goal-Setting
Pitfall and Solutions
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)

12. Managerial Approach: Goal-Setting
Pitfall and Solutions
(cont'd)
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

13. Managerial Approach: How Goals Work
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 encourage employees to persist in their work efforts
Accepted goals motivate employees to think about alternative strategies for achieving them

14. Offering Incentives and Rewards
Managerial Approach:
Offering Incentives and Rewards
Reinforcement theory: behavior is a function of its consequences
Focuses on changing behaviors
Behavior modification: using the principles of 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

15. Managerial Approach: Reinforcement Theory
Punishment: creating a negative consequence to discourage a behavior whenever it occurs
Extinction: the absence of any consequence—either positive reinforcement or punishment—following the occurrence of a behavior
Negative reinforcement: employees engage in a behavior in anticipation of avoiding unpleasant consequences in the future
Actions serve to avoid unpleasant results
Causes the behavior to be repeated

16. Managerial Approach: Reinforcement
Theory Snapshot
“The problem with reward and recognition 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

17. Managerial Approach: Reinforcement Theory
Stimulus
Response of Employee (Behavior X)
Consequence for Employee
Likelihood of Behavior X in a Similar Future Situation
Employee Experiences a Reward (Positive Reinforcement)
Increases or
Employee Avoids a Negative Consequence (Negative Reinforcement)
A Situation Experienced By Employee
Employee Reacts By Exhibiting Behavior X
Increases or
Employee Experiences a Negative Consequence (Punishment)
Decreases or
Employee Experiences No Consequences (Extinction)
Decreases

18. Managerial Approach: Using Goals
and Expectations to Motivate Employees
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

19. Managerial Approach: Expectancy Theory
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)

20. ? ? ? Managerial Approach: Expectancy Theory (cont'd)
Expectancy Question:
If I make an effort, will I be able to perform the behavior?
Instrumentality Question:
If I perform the behavior, what will be the consequences?
Obtain desired outcomes (e.g., rewards, recognition, pride) ?
Effort
Performance ?
Receive undesirable outcomes (e.g., punishment, ridicule, shame)
Valence Question:
How much do I value the consequences associated with the behavior? ?

21. Job Design Approach to Employee Satisfaction 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)

22. Job Design Approach to Employee Satisfaction and Motivation (cont’d)
Critical Psychological States
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
Knowledge of results: extent to which employees receive feedback about how well they are doing

23. Job Design Approach: Job Characteristics Theory
Key job characteristics: objective aspects of the job design that can be changed to improve the critical psychological states
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
(continued)

24. Job Design Approach: Job Characteristics Theory
(cont'd)
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
Growth need strength: the degree of desire for personal challenge, accomplishment, and learning
(continued)

25. Job Design Approach: Job Characteristics Theory
(cont'd)
Five Job Characteristics
Skill variety
Task Identity
Task significance
Autonomy
Feedback
Three Critical Psychological States
Growth Need Strength
Experienced meaningfulness of work
Experienced responsibility for work outcomes
Knowledge of actual work results
Personal and Work Outcomes
High internal work motivation
High-quality work performance
High satisfaction with the work
Low absenteeism and turnover

26. Organizational Approach to Employee Satisfaction and Motivation
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

27. Organizational Approach: Two-Factor Theory
High Motivation
No Motivation and
No Dissatisfaction
Dissatisfaction
Low
High
Low
High
Hygienes
Motivators

28. Organizational Approach: Two-Factor Theory
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
Motivator factors
Presence results in employees who feel excited and committed to their work

29. Organizational Approach: Treating People Fairly
Equity theory: employees judge whether they’ve been treated fairly by comparing the ratio of their outcomes and 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)

30. Organizational Approach: Equity Theory—Examples of Equity Perceptions
Andy’s Equity Perception
Ally’s Equity Perception
Andy
Ally
Comparison
Situation A
Outcome:
$500 Input: 50 hours work
Outcome:
$800 Input: 80 hours work
$500/50 =
$800/80 = $10/hour
Equitable
Equitable
Situation B
Outcome:
$500 Input: 50 hours work
Outcome:
$500 Input: 60 hours work
$500/50 >
$500/60
Feels
over- rewarded
(inequitable)
Feels
under- rewarded
(inequitable)

31. 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)

32. Individual Differences Approach
to Employee Satisfaction and Motivation
Need: feeling of deficiency in some aspect of a person’s life that creates an uncomfortable tension
Tension becomes a motivating force
Hierarchy of needs: describes the order in which people seek to satisfy their desires
Satisfying the bottom level hierarchy comes first

33. Individual Differences Approach:
Hierarchy of Needs
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)

34. Individual Differences Approach:
Hierarchy of Needs
(cont'd)
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

35. Individual Differences Approach:
Hierarchy of Needs
Moving Up
Satisfaction-progression hypothesis: a need motivates until it becomes satisfied
Until basic needs are satisfied, people won’t be concerned with higher level needs
Moving Down
Frustration-regression hypothesis: when an individual is frustrated in meeting higher level needs, the next lower level needs reemerge and again direct behavior

36. Individual Differences Approach: Hierarchy of Needs
Self-
Actualization
Esteem
Frustration-Regression
Satisfaction-Progression
Affiliation
Security
Physiological

37. Guidelines for Managers
Clearly communicate the organization’s mission to employees and explain how their contribution to the organization will help the organization realize its mission
State the behaviors and performance achievements that are desired and explain how they will be rewarded
Design jobs with high motivating potential
Provide frequent and constructive feedback
(continued)

38. Guidelines for Managers
(cont'd)
Provide rewards for desired behaviors and outcomes
Provide rewards that employees value
Provide equitable rewards
Recognize that each person is unique