ONLY FOR MAESTRO
motivation
Chapter 11
What Motivates You !!!!
After reading this chapter you should be able to:
Discuss the importance of motivation in organizations.
Identify the different motivational theories and approaches.
Understand the methods for enhancing motivation in organizations.
Chapter learning objectives
Motivation is literally the desire to do things.
Focuses on the internal and external factors that stimulate desire and energy in people to be continually interested and committed to a job, role, or goal
Motivation results from conscious and unconscious interactions
A manager’s objective is to motivate people to work in such a way that it is in the organizations best interest
motivation
Need-based theories believe that humans are primarily motivated by deficiencies in one or more needs or need categories
The Need-Based theory is a starting point of all contemporary motivation studies
Need-based theories of motivation
Maslow’s Hierarchy of Needs is the best known need-based theory
Believes that human beings are ‘wanting’ animals
Humans have innate desires to satisfy a given set of needs
Maslow identified 5 Needs that are arranged in a hierarchy of importance
Each need must be fully satisfied before the level above it can become important
Maslow’s hierarchy of needs
Physiological needs
Food, water, air
Security needs
Things offering safety and security
Houses, clothing, freedom
Belongingness needs
Social needs
Love, affection, acceptance
Esteem needs
Need for positive self-image and self-respect
Need to be respected by others
Self-actualization
Realizing ones full potential and becoming all that he or she can be
Maslow’s hierarchy of needs
Physiological needs are often the easiest to evaluate and meet within a work environment
Providing adequate wages and working conditions
Security needs can be met in organization through job continuity, and grievance, insurance, and retirement systems
Belongingness needs are often satisfied by family ties and group relationships
Maslow’s hierarchy of needs
Esteem needs can be met through job titles, choice offices, merit pay increases, and others forms of recognition
Self-actualization needs are the hardest for organizations to meet
It is often better to motivate workers by focusing on ‘working on self-actualization’ than actually achieving it
Maslow’s hierarchy of needs
Maslow’s hierarchy of needs
Also known as the “two factor theory”
Focuses on two factors associated with satisfaction and motivation
The Two factors are hygiene factors and satisfier factors
Discovered that the dimensions of these two factors influencing satisfaction and motivation
Herzberg’s dual structure theory
Hygiene factors
The term "hygiene" in the sense that they are considered maintenance factors that are necessary to avoid dissatisfaction but that by themselves do not provide satisfaction.
Influenced by inadequate pay, job security, supervisors, co-workers, and working conditions
Satisfier factors (motivator factors)
These factors increased job satisfaction influenced by – Achievement, recognition, responsibility, the work itself, advancement, personal growth.
Herzberg’s dual structure theory
Herzberg reasoned that because the factors causing satisfaction are different from those causing dissatisfaction, the two feelings cannot simply be treated as opposites of one another.
The opposite of satisfaction is not dissatisfaction, but rather, no satisfaction.
Similarly, the opposite of dissatisfaction is no dissatisfaction.
Herzberg’s dual structure theory
Herzberg’s dual structure theory
David McClelland proposed that an individual's specific needs are acquired over time and are shaped by one's life experiences.
Most of these needs can be classed as either achievement, affiliation, or power.
A person's motivation and effectiveness in certain job functions are influenced by these three needs.
McClelland Needs Theory
People with a high need for achievement (nAch) seek to excel and thus tend to avoid both low-risk and high-risk situations.
Individuals with a high need for achievement:
Set difficult goals
Achievers avoid low risk situations (not a genuine achievement)
Make risky decisions (but not too risky)
Desire immediate, specific feedback on their performance
Considered to be ‘work-a-holics’
Assume personal responsibility for completing tasks
Volunteer for extra duties and do not delegate to finish a job
Work best alone or with other high achievers
The need for achievement
High need for affiliation (nAff) need harmonious relationships with other people and need to feel accepted by other people.
They tend to easily conform to the norms of their work group.
Prefer work that provides significant personal interaction.
Those with high-need for affiliation often want reassurance and approval from others
High (nAff) types perform well in customer service and client interaction situations (sales)
The need for affiliation
Need for power (nPow) can be one of two types - personal and institutional.
Those who need personal power want to direct others, and this need often is perceived as undesirable.
Persons who need institutional power (social power) want to organize the efforts of others to further the goals of the organization.
Those with high-need for institutional power can be successful managers if:
They seek power for the betterment of the organization rather than ones own interests
Have low need for affiliation because fulfilling a personal needs for power will alienate others
Have self-control to curb their desire for power
The need for power
High need for achievement - High achievers should be given challenging projects with reachable goals. They should be provided frequent feedback. While money is not an important motivator, it is an effective form of feedback.
High need for affiliation - Employees with a high affiliation need perform best in a cooperative environment.
High need for power - Management should look for opportunities to provide power seekers the chance to manage others.
Implication for Managers
Equity theory
Believes that all individuals in organizations want to be treated fairly
Defines equity as being treated fairly in relation to others and defines inequity as the belief that we are being treated unfairly compared to others
So….how do we perceive inequity?????
theories of motivation
Four step process in which individuals form perceptions of equity:
Evaluate how they are being treated by the firm
Form a perception of how a ‘comparison-other’ is being treated
Compare their own circumstances to those of the comparison other and then form an impression of either equity or inequity
Depending on the strength of this feeling, the person may choose to pursue one or more methods to reduce inequity
Equity theory
Methods used to reduce inequity
Change our own inputs
Inputs are individual’s contributions to the organization
This can be accomplished by putting less effort into the work
Change our own outcomes
Outcomes are what the person receives in return, such as pay, recognition, intrinsic rewards, etc.
Individuals may alter their perception of the value of their current outcome (try to rationalize your outcome)
Alter our perceptions of ourselves and our behavior (maybe we are not working as much as we first thought)
Alter our perception of the comparison-other’s inputs or outcomes (maybe they are working more than we first thought)
Change the object of comparison
Leave the situation
Equity theory
Responses to equity and inequity
Equity theory
Create by Victor Vroom
Vroom was the first to apply motivation theory in the workplace
Seeks to determine how individuals choose among alternative behaviors
Believes motivation is based on how much we want something and how likely we are to get it
Expectancy theory
3 General components of the theory
Effort
Performance
Outcomes
Emphasizes the linkage between these three elements, described in terms of expectancies and valences
Valence is the relative attractiveness or unattractiveness of an outcome and the value of that outcome to the person
Effort-to-Performance Expectancy is a person’s perception of the probability that their effort will lead to successful performance
Performance-to-Outcome Expectancy is a person’s perception of the probability that their performance will lead to certain other outcomes
Expectancy theory
Expectancy theory
In order for motivated behavior to occur, three conditions must be met:
The effort-to-performance expectancy must be above zero
The worker must expect the effort will produce the high levels of performance
The performance-to-outcome expectancies must be above zero
The worker must believe the performance will result in the valued outcome
The sum of all the valences for the potential outcomes relevant to the person must be positive
Expectancy Theory
Learning is another important component in employee motivation as employees quickly learn which behaviors are rewarded and punished
Hence, organizations must establish with each employee what is acceptable and unacceptable within the organization
Learning theory
Developed by Ivan Pavlov – a simple form of learning in which a conditioned response is linked with an unconditioned stimulus.
Although it is a form of learning it is very simplistic and not directly related to employee motivation.
Simple behaviors and responses can be learned in this manner within organizations
The classical conditioning theory was a foundational theory from which theorists moved onto more complex theories of learning.
Classical conditioning
Views learning as a cognitive process
Assumes that people are active participants in how they learn
Four main beliefs within this theory:
People draw on experiences and their past as a basis for their present behavior
People make choices about their own behavior
People recognize the consequences of their choices
People evaluate the consequences and add them to prior learning, which in turn affects future choices
Contemporary learning theory
The consequences of behavior are called reinforcement
Suggests that our behavior is a function of its consequences
Behavior resulting in pleasant consequences is most likely to be repeated rather than those in unpleasant consequences which are less likely to be repeated
Also suggests that people can explore a variety of possible behaviors in any situation
People systematically choose the behaviors that result in the most desirable outcomes
Learning reinforcement theory
Four forms of reinforcement
Learning reinforcement theory
Goal Setting Theory
Enhances employee performance
Goals are used for two purposes in organizations
Provide framework for managing motivation
As managers and employees set their individual goals, they can also be used to help attain organizational goals
Goals are an effect control devise
Short-term performance with employees’ goals can effectively help monitor the organization’s longer-term performance
Behavioral theories of motivation
Goal setting theory
Self-efficacy will determine an individuals degree of pride or disappointment in regards to their goals
Edwin Locke determined that managers should be able to influence the behavior of employees by setting goals for people in the organization
While there should be an element of goal difficulty, it should not be unattainable
Goal setting theory
As goals are set for each person, it is important it has an element of specificity
Goal specificity is the clarity and precision of a goal
Goals are more likely to be achieved if they are specific
Goal setting theory
Reward system is all the organizational components and the decision-making activities involved in allocating compensation and benefits to employees in exchange for the contributions to the organization
Rewards constitute the inducements provided to employees by the organization to meet their psychological contract
Organizational reward system
The purpose of reward systems is to attract, retain, and motivate qualified employees
In order to do this, compensation must be equitable and consistent to remain competitive in the external labor market and comply with the law
The organization must determine what types of behavior or performance to encourage with a reward system to ensure employees clearly understand that which is desired
Organizational reward systems
Rewards may be intrinsic and extrinsic, but both carry surface and symbolic value
An intrinsic reward is an intangible award of recognition, a sense of achievement, or a conscious satisfaction.
An extrinsic reward is an award that is tangible or physically given to you for accomplishing something.
The surface value of a reward is its objective meaning or worth
The symbolic value of a reward is the message it conveys to people how much they are valued in the organization and their importance relative to others
Organizational reward systems
Base pay
Pay received for the work done
Incentive systems
Plans for employees to earn additional compensation in return for certain types of performance
Types of incentive programs
Piecework programs
Gain-sharing programs
Bonus systems
Long-term compensation
Merit pay
Profit-sharing plans
Employee stock options
Organizational reward systems
Piecework programs
Tie a worker’s earnings to the number of units produced
Gain-sharing programs
Grant additional earnings to employees for cost-reduction ideas
Bonus systems
Provide managers lump-sum payments from a fund based on the financial performance of the organization
Long-term compensation
Gives managers additional income based on stock price performance, earnings per share, or return on equity
Incentive programs
Merit pay
Base pay raises on the employee’s performance
Profit-sharing plans
Distribute a portion of the firm’s profits to all employees at a predetermined rate
Employee stock option
Sets aside stock in the company for employees to purchase at a reduced rate
Incentive systems
Indirect compensation
Also referred to as employee benefits
Benefits provided:
Payment for time not worked
Social security
Unemployment
Disability and workers compensation
Life and health insurance
Pension or retirement
Organizational reward systems
Perquisites or (Perks)
Special privileges awarded to selected members of an organization
Special uses such as top executives allowed to used the company jet, motor home, vacation home, etc.
May increase job satisfaction and reduce turnover
Organizational reward systems
Award programs
Can improve performance under the right conditions
Is an effective means of motivation
Can be costly in the time to run them and if cash awards are given
Organizational reward systems
Enhancing performance in organizations
Enhancing performance in organizations
Job Design
How organizations define and structure jobs
Properly designed jobs can have a positive impact on motivation, performance, and job satisfaction
Job Specialization
First widespread model of how individual work should be designed
While it can lead to efficiency, it also had many negative consequences, making managers hesitant to use it
Motivation and job design
Job Enrichment
Based on the dual-structure theory of motivation
Employees can be motivated by positive job-related experiences
Such as feelings of achievement, responsibility, and recognition
Relies on vertical job loading by giving employees more control over tasks
Motivation and job design
Employee involvement also plays a large role in motivation
Enhanced through participative management and empowerment
Empowerment is the process of enabling workers to set their own work goals, make decisions, and solve problems within their spheres of responsibility and authority
Promotes participation in the work itself, work context, and work environment
Motivation and job design
Flexible work arrangements gives employees flexibility about how, when, and where they want to work
Used to increase motivation and performance
Motivation and job design
Top ways to destroy motivation at work
End Chapter 11
|
8 Ways Leaders Can Motivate Employees Beyond Money |
|
Energize your team. |
|
There’s more to life than work. |
|
Put your people first. |
|
Act with integrity. |
|
Be a great communicator. |
|
Be a great listener. |
|
Be a problem solver. |
|
Lead through experience and competence, not through title or position. |
|
Top 10 Ways to Destroy Motivation at Work |
|
Treat employees like children. |
|
Make rules for the many because of the behavior of a few. |
|
Focus on mistakes and errors no matter how trivial they are in comparison with successes. |
|
Apply policies unfairly and inequitably. |
|
Stomp on employee initiative and ideas. |
|
Tell employees that they’re empowered but then review and retain veto power over the smallest decisions. |
|
Hold meetings, coaching sessions, and performance reviews in which the manager does the majority of the talking. |
|
Violate employee confidentiality by sharing information inappropriately. |
|
Measure aspects of work for employee review that the employee can’t control. |
|
Set unattainable goals and penalize employees for not meeting them. |