Chapter 6: Motivation You want me to do what?

Copyright © 2002, Prentice Hall 2 Motivating Employees: Objectives Diagnose work-performance problems Develop employee abilities Foster a motivating and rewarding work environment

Copyright © 2002, Prentice Hall 3 To Motivate... Manager must balance emphasis on productivity with emphasis on employee satisfaction

Copyright © 2002, Prentice Hall 4 Relationship Between Satisfaction and Performance EMPHASIS ON PERFORMANCE EMPHASIS ON SATISFACTION LOWHIGH HIGH LOW IndulgingIntegrating IgnoringImposing

Copyright © 2002, Prentice Hall 5 To Diagnose Poor Performance, Ask... How difficult are assigned tasks? How capable is the individual of doing the tasks? How hard is individual trying to do the tasks? How much improvement is individual making?

Performance Diagnostic Model  Do both the boss and the subordinate agree that the subordinate’s performance needs to be improved?  Does this problem stem from inadequate subordinate ability?  Does this problem stem from inadequate subordinate motivation?  Is the lack of ability due to inadequate resources to do the job?  Is the lack of ability due to inadequate training? ‘Is the lack of ability due to inadequate aptitude? ’Is the lack of motivation the result of poorly understood or unrealistic expectations? “Is the lack of motivation the result of rewards not being linked to job performance or not being fairly distributed? ”Is the lack of motivation the result of rewards available to high performers not being salient to this person? This is a PERCEPTION problem This is a RESOURCES problem This is a TRAINING problem This is an APTITUDE problem This is an EXPECTATIONS problem This is an INCENTIVES problem This is a SALIENCE problem NO go to 3 NO go to 2 NO go to 5 or 6 NO go to 4 or 6 NO go to 4 or 5 NO go to 9 or 8 NO go to 7 or 9 NO go to 7 or 8 YES A B C D E F G Copyright © 2002, Prentice Hall 6

Leader Involvement and Subordinate Performance Leader’s involvement (How much should I provide?) Subordinates’ expectations (How much help do they want?) Task characteristics (How much help is needed?) Organizational structure and systems (How much help is already available?) Subordinate’s performance and satisfaction Copyright © 2002, Prentice Hall 7

8 To Motivate... Set clear, effective goals developed participatively specific targets, criteria, timeline linked with organizational goals appropriate, consistent, equitable challenging but attainable Make work intrinsically motivating

Designing Highly Motivating Jobs Core job dimensions Personal and work outcomes Critical psychological states Skill variety Task identity Task significance Autonomy Feedback Experienced meaningfulness of the work Experienced responsibility for outcomes of the work Knowledge of the actual results of the work High internal work motivation High quality work performance High satisfaction with the work Low absenteeism and turnover Copyright © 2002, Prentice Hall 9

10 To Motivate... Communicate often Information is primary resource Provide feedback on goals Be sensitive to individual needs communication preferences valued outcomes Shape behavior using rewards and reprimands as appropriate

Behavior-Shaping Strategies Disciplining approachRewarding approach Reprimand Redirect Reward Unacceptable Acceptable Exceptional behavior behavior behavior Appropriate Inappropriate Reluctance to Praise Confrontation Avoidance Copyright © 2002, Prentice Hall 11

Copyright © 2002, Prentice Hall 12 Effective Rewards... are timely are based on what an individual values appreciation, desired work as well as monetary are clearly linked to the behavior being rewarded continuous vs. intermittent rewards are presented according to personal preferences

Copyright © 2002, Prentice Hall 13 Effective Discipline... is timely and direct is prepared and never public does not reward poor performance by ignoring it clarifies impact of actions on others specifically shows person how to improve, and sets timeline for doing so doesn’t make empty threats is followed up

Copyright © 2002, Prentice Hall 14 Effective Feedback is... timely frequent specific based on manager’s own observations made with awareness of individual based on behaviors that can be changed done in an atmosphere of trust reciprocal (collects information, too)

Model for Motivation Enhancement 1. GOALS/EXPECTATIONS Accepted Challenging and specific Feedback 2. ABILITY Aptitude Training Resources 4. EQUITY Social comparisons Personal expectations 5. SALIENCE Personal needs 6. TIMELINESS EFFORT (Desire and Commitment) PERFORMANCE 3. OUTCOMES (Rewards and Discipline) SATISFACTION Absenteeism and Turnover + - Copyright © 2002, Prentice Hall 15

Copyright © 2002, Prentice Hall 16 Motivating Employees: Behavioral Guidelines Separate ability from motivational problems Define an acceptable level of overall performance or specific behavioral objective Help remove obstacles to reaching the objective Link rewards and discipline to high performance

Copyright © 2002, Prentice Hall 17 Motivating Employees: Behavioral Guidelines Transform acceptable into exceptional behaviors Use rewards salient to the individual Check out subordinates’ perceptions of reward allocation equity Minimize the time lag between behaviors and performance feedback