1. 10-1 Employee Motivation Chapter 10 Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall

2. 10-2 Chapter 10 Objectives After studying this chapter, you will be able to: Define motivation and identify the classical motivation theories. Explain why expectancy theory is considered by many to be the best current explanation of employee motivation. Identify the strengths and weaknesses of goal- setting theory. 10-2 Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall

3. 10-3 Chapter 10 Objectives Cont. Describe the job characteristics model and explain how it helps predict motivation and performance. Define reinforcement theory and differentiate between positive and negative reinforcement. List five managerial strategies that are vital to maintaining a motivated workforce. 10-3 Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall

4. 10-4 What is Motivation? 10-4 Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall This need includes the need not only for physical goods as well as enjoyable experiences and “psychological goods”. Drive to acquire Humans are social creatures, and the need to feel a part of something larger is a vital aspect of employee motivation. Drive to bond This need includes learning, growing, meeting tough challenges, and making sense of things. Drive to comprehend An instinct to protect and a sense of justice lead human beings to defend the people, ideas, and organizations they hold dear. Drive to defend

5. 10-5 Classical Theories of Motivation 10-5 Monetary Rewards Fair Treatment Satisfying Work Work-Life Balance Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall  Scientific Management A management approach designed to improve employees’ efficiency by scientifically studying their work

6. Classical Theories of Motivation ©2007 Prentice Hall 10-6  Hawthorne effect The studies also brought to light the Hawthorne effect, in which the behavior of workers change when they are being observed. A management approach designed to improve employees’ efficiency by scientifically studying their work.

7. 10-7 Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall Maslow’s Hierarchy of Needs

8. 10-8 McGregor’s Assumptions 10-8 Theory X Employees Y Employees Theory Y Employees Dislike work Motivated by threats Avoid responsibilities Value security Enjoy work Committed to goals Accept responsibilities Have mental potential Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall

9. 10-9 Ouchi’s Z Theory 10-9 Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall Long-term employment Consensus- based decision making Individual responsibility Slow evaluation and promotion Informal control Moderate career specialization Holistic concern for individual

10. 10-10 Herzberg’s Two-Factor Theory Motivation AchievementAchievement RecognitionRecognition ResponsibilityResponsibility Work itselfWork itself Personal growthPersonal growth Highly Satisfied Highly Dissatisfied Neither Satisfied Nor Dissatisfied Motivators Influence Satisfaction Level Hygiene Factors Influence Dissatisfaction Level Area of Satisfaction Area of Dissatisfaction Hygiene Factors Working conditionsWorking conditions Pay and securityPay and security Company policiesCompany policies SupervisorsSupervisors Interpersonal relationshipsInterpersonal relationships Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall

11. 10-11 McClelland’s Three Needs 10-11 Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall Achievement Affiliation Power

12. 10-12 Expectancy Theory ©2007 Prentice Hall

13. 10-13 Equity Theory 10-13 Ratio Comparison* Employee’s Perception Outputs A Inputs A Outputs A Inputs A Outputs A Inputs A Outputs B Inputs B Outputs B Inputs B Outputs B Inputs B < = > Inequity (Under-Rewarded) Equity Inequity (Over-Rewarded) * Where A is the employee, and B is a relevant other or referent. Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall

14. ©2007 Prentice Hall 10-14 Motivating with Challenging Goals Goals should be specific enough to give employees clarity and focus Goals should be difficult enough to inspire energetic and committed effort There should be clear “ownership” of goals so that accountability can be established Timely feedback that lets people know if they’re progressing toward their goals Individuals’ should have belief in their ability to meet their goals Cultural sopprt for the individual achivement and independenceneeded to reach the goals

15. 10-15 Management by Objectives 10-15 Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 1 Setting goals. Top managers work with middle managers, and middle managers work with first-line managers, to develop goals. 2 Planning action. Managers determine how their individual and group goals will be accomplished. 3 Implementing plans. Managers implement plans in their own way, which allows them to control their performance. 4 Reviewing performance. Managers review the performance of the people they supervise and evaluate how well the plans are achieving goals.

16. Risk and Limitations of Goal-Setting Theory ©2007 Prentice Hall 10-16 Overly narrow goals Overly challenging goals Inappropriate time horizons Unintentional performance limitations Missed learning opportunities Unhealthy internal competition Decreased intrinsic motivation

17. Redesigning Jobs to Stimulate Performance ©2007 Prentice Hall 10-17  Job characteristics model A model suggesting that five core job dimensions influence three critical psychological states that determine motivation, performance, and other outcomes

18. Job Characteristics Model ©2007 Prentice Hall 10-18 Skill variety Task identity Task significance Autonomy Feedback

19. 10-19 Modifying Core Job Dimensions Job Enrichment Job Enlargement Cross Training Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall

20. Job Enrichment: The strategy behind job enrichment is to make jobs more challenging and interesting by expanding the range of skills required—typically by expanding upward, giving employees some of the responsibilities previously held by their managers. Job Enlargement: Whereas job enrichment expands vertically, job enlargement is more of a horizontal expansion, adding tasks that aren’t necessarily any more challenging. Cross Training: Cross-training or job rotation involves training workers to perform multiple jobs and rotating them through these various jobs to combat boredom or burnout. ©2007 Prentice Hall 10-20 Modifying Core Job Dimensions

21. Reinforcing High-Performance Behavior  Reinforcement Theory A motivational approach based on the idea that managers can motivate employees by influencing their behaviors with positive and negative reinforcement ©2007 Prentice Hall 10-21

22. Types of Reinforcement ©2007 Prentice Hall 10-22  Positive Reinforcement Encouraging desired behaviors by offering pleasant consequences for completing or repeating those behaviors  Negative Reinforcement Encouraging the repetition of a particular behavior (desirable or not) by removing unpleasant consequences for the behavior

23. 10-23 Reinforcement Theory 10-23 Behavior Modification Avoid Unpleasant Consequences Obtain Pleasant Consequences PositiveNegativeReinforcement Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall

24. 10-24 Motivational Strategies Provide timely and frequent feedback Make it personal Adapt to circumstances and special needs Don’t let problems fester Be an inspiring leader Motivate yourself Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall