1. Employee Motivation
Chapter 10

2. Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall
Learning Objectives
Define motivation and identify the classical motivation theories
Explain why many consider expectancy theory to be the best current explanation of employee motivation
Identify the strengths and weaknesses of goal-setting theory
Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

3. Learning 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 maintain a motivated workforce
Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

4. What Motivates Employees to Peak Performance?
Motivation
The combination of forces that move individuals to take certain actions and avoid other actions
Engagement
An employee’s rational and emotional commitment to his or her work
Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

5. Four Indicators of Motivation
Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

6. Four Fundamental Needs
The drive to acquire
The drive to bond
The drive to comprehend
The drive to defend
Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

7. Classical Theories of Motivation
Scientific Management
A management approach designed to improve employees’ efficiency by scientifically studying their work
Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

8. The Hawthorne Studies and the “Hawthorne Effect”
A supposed effect of organizational research, in which employees change their behavior because they are being studied and given special treatment; the validity of the effect is uncertain, and the Hawthorne studies were richer and more influential than this simple outcome would suggest
Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

9. Maslow’s Hierarchy of Needs
Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

10. Maslow’s Hierarchy of Needs
A model in which human needs are arranged in according to their priority, with the most basic needs at the bottom and the more advanced needs toward the top
Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

11. Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall
Theory X and Theory Y
Theory X
A managerial assumption that employees are irresponsible, are unambitious, and dislike work and that managers must use force, control, or threats to motivate them
Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

12. Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall
Theory X and Theory Y
Theory Y
A managerial assumption that employees enjoy meaningful work, are naturally committed to certain goals, are capable of creativity, and seek out responsibility under the right conditions
Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

13. Herzberg’s Two-Factor Theory
Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

14. Herzberg’s Two Factors
Herzberg’s two-factor theory
A model that divides motivational forces into satisfiers (“motivators”) and dissatisfiers (“hygiene factors”)
Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

15. McClelland’s Three Needs
Three-needs Theory
David McClelland’s model of motivation that highlights the needs for power, affiliation, and achievement
McClelland’s model highlights the need for power (having and demonstrating control over others), the need for affiliation (being accepted by others and having opportunities for social interaction), and the need for achievement (attaining personally meaningful goals).
Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

16. Explaining Employee Choices
Expectancy Theory
The idea that the effort employees put into their work depends on expectations about their own ability to perform, expectations about likely rewards, and the attractiveness of those rewards
Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

17. Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall
Expectancy Theory
Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

18. Explaining Employee Choices
Equity Theory
The idea that employees base their level of satisfaction on the ratio of their inputs to the job and the outputs or rewards they receive from it
Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

19. Motivating with Challenging Goals
Goal-setting Theory
A motivational theory suggesting that setting goals can be an effective way to motivate employees
Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

20. 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
Individuals’ should have belief in their ability to meet their goals
Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

21. Management by Objectives
Management By Objectives (MBO)
A motivational approach in which managers and employees work together to structure personal goals and objectives for every individual, department, and project to mesh with the organization’s goals
Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

22. Management by Objectives
Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

23. Risk and Limitations of Goal-Setting Theory
Overly narrow goals
Overly challenging goals
Inappropriate time horizons
Unintentional performance limitations
Missed learning opportunities
Unhealthy internal competition
Decreased intrinsic motivation
Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

24. Redesigning Jobs to Stimulate Performance
Job characteristics model
A model suggesting that five core job dimensions influence three critical psychological states that determine motivation, performance, and other outcomes
Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

25. Job Characteristics Model
Skill variety
Task identity
Task significance
Autonomy
Feedback
• Skill variety —the range of skills and talents needed to accomplish the responsibilities
associated with the job. The broader the range of skills required, the more meaningful
the work is likely to be to the employee.
• Task identity —the degree to which the employee has responsibility for completing an
entire task. Greater task identity contributes to the sense of meaning in work.
• Task significance —the employee’s perception of the impact the job has on the lives of
other people.
• Autonomy —the degree of independence the employee has in carrying out the job.
• Feedback —timely information that tells employees how well they’re doing in
their jobs.
Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

26. Critical Psychological States
Experienced meaningfulness of the work
a measure of how much employees care about the jobs they are doing
Experienced responsibility for results
the sense each employee has that his or her efforts contribute to the outcome
Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

27. Critical Psychological States
Knowledge of actual results
employees’ awareness of the real-life results of their efforts
Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

28. Approaches to Modifying Core Job Dimensions
Job Enrichment
Making jobs more challenging and interesting by expanding the range of skills required
Cross-Training
Training workers to perform multiple jobs and rotating them through these various jobs to combat boredom or burnout
Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

29. 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
Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

30. Types of Reinforcement
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
Incentives. Monetary payments and other rewards of value used for positive reinforcement
Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

31. Reinforcement and Punishment
Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

32. Motivational Strategies
Providing timely and frequent feedback
Personalizing motivational efforts
Adapting to circumstances and special needs
Tackling workplace problems before they have a chance to destroy morale
Being inspirational leaders
Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

33. Personalizing Motivation
Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

34. Applying What You’ve Learned
Define motivation and identify the classical motivation theories
Explain why many consider expectancy theory to be the best current explanation of employee motivation
Identify the strengths and weaknesses of goal-setting theory
Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

35. Applying What You’ve Learned (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
Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

36. 36
10-36
Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall 36