Write a brief summary of the important concepts you learned from chapter 9 & 10. (Chapter 9 & 10 summary attached and textbook attached)

9-1Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

9-2

Motivation, Satisfaction, and Performance

“Polls estimate that if companies could get 3.7

percent more work out of each employee, the

equivalent of 18 more minutes of work for

each eight-hour shift, the gross domestic

product in the U.S. would swell by $355 billion,

twice the total GDP of Greece.”

~The Gallup Organization

C h

a p

te r

9

9-3

Introduction

• The ability to motivate others is a fundamental

leadership skill and has strong connections to

building cohesive, goal-oriented teams and

getting results through others.

• Variation in work output varies significantly

across leaders and followers.

• Creating highly motivated and satisfied

followers depends mostly on understanding

others.

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Defining Motivation, Satisfaction, and Performance

• Motivation is anything that provides direction,

intensity, and persistence to behavior.

– Not observable; must be inferred from behavior.

• Performance concerns behaviors directed

toward the firm’s mission/goals or the products

or services resulting from those behaviors.

– Differs from effectiveness i.e., making judgments

about the adequacy of behavior based on criteria.

• Job satisfaction is how much one likes a

specific kind of job or work activity.

– Satisfied workers engage in organizational

citizenship behaviors.

9-5

Relationships among Leadership, Job Satisfaction, and Performance

9-6

Understanding and Influencing Follower Motivation

• Motivational theories are useful in certain situations but not as applicable in others.

• Leaders who know about different motivational theories are more likely to choose the right theory for a particular follower and situation.

– Choosing the best theory may result in higher- performing and more satisfied employees.

• Most performance problems can be attributed to unclear expectations, skill deficits, resource/ equipment shortages, or a lack of motivation.

• Leaders have the most difficulty recognizing and correcting motivation problems.

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Five Motivational Approaches

Table 9.1 Five Motivational Approaches

9-8

Maslow’s Hierarchy of Needs

• According to Maslow, people are motivated by 5

basic types of needs (hierarchy of needs).

– Needs are internal states of tension or arousal, or

uncomfortable states of deficiency.

• When needs are not being met, people engage

in certain behaviors to satisfy them.

• To motivate employees to work harder, leaders

must determine where their followers are on the

needs hierarchy and ensure that all lower-order

needs are satisfied before appealing to their

higher-order needs.

9-9

Maslow’s Hierarchy of Needs (continued)

9-10

Maslow’s Hierarchy of Needs (continued)

• Maslow’s theory does not make specific

predictions about what an individual will do to

satisfy a particular need.

• The lack of specificity and predictive power

limits the practical applicability of Maslow’s

theory in real-life settings.

• However, awareness of the general nature of

various sorts of basic human needs seems

fundamentally useful to leaders.

• Leaders need to address some basic,

fundamental areas before their attempts to get

followers to expend more effort on work-related

behaviors will be successful.

9-11

Achievement Orientation

• Atkinson proposed that a person’s tendency to

exert effort toward task accomplishment depends

partly on the strength of his/her motivation to

achieve success (i.e., achievement orientation).

• McClelland said that individuals with a strong

need for achievement strive to accomplish

socially acceptable endeavors and activities.

• Achievement orientation is a component of the

Five Factor Model or OCEAN model of

personality dimension of conscientiousness.

• Achievement orientation is often a key success

factor for people who advance to the highest

levels of organizations.

9-12

Goal Setting

• From the leader’s perspective, goal setting

involves setting clear performance targets and

helping followers create systematic plans to

achieve them.

• According to Locke and Latham, goals are the

most powerful determinants of task behaviors.

• Goals direct attention, mobilize effort, help people

develop strategies for achievement, and help

people continue exerting effort until goals are

reached. This leads, in turn, to even higher goals.

9-13

Goal Setting (continued)

• Locke and Latham’s research identified several

common aspects of goal setting.

– Goals that were both specific and difficult resulted in

consistently higher effort and performance when

contrasted to “do your best” goals.

– Goal commitment is critical. Goals set either by

leaders unilaterally or through participation with

followers can lead to necessary levels of commitment.

– Followers exerted the greatest effort when goals were

accompanied by feedback; followers getting goals or

feedback alone generally exerted less effort.

9-14

Goal Setting (continued)

• A leader’s implicit and explicit expectations about

goal accomplishment can affect the performance

of followers and teams.

– The Pygmalion effect occurs when leaders express

high expectations for followers. These expectations

alone lead to higher-performing followers and teams.

– The Golem Effect occurs when leaders have little faith

in their followers’ ability to accomplish a goal. These

expectations result in a self-fulfilling prophecy and low

performance.

• Leaders wanting to improve individual/team

performance should set high but achievable goals

and express confidence in their followers.

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The Operant Approach

• The operant approach utilizes the following

components to change the direction, intensity,

or persistence of behavior.

– Reward

– Punishment

– Contingent rewards and punishments

– Noncontingent rewards and punishments

– Extinction

9-16

The Operant Approach (continued)

• Using operant principles to improve followers’

motivation and performance requires several

steps.

– Clearly specify what behaviors are important.

– Determine if those behaviors are currently being

punished, rewarded, or ignored.

– Find out what followers find rewarding and punishing.

– Be wary of creating perceptions of inequity when

administering individually tailored rewards.

– Do not limit oneself to administering organizationally

sanctioned rewards and punishments.

– Administer rewards and punishments in a contingent

manner whenever possible.

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Empowerment

• Empowerment has two key components:

– Leaders delegate leadership and decision making

down to the lowest level possible.

– Leaders equip followers with the resources, skills, and

knowledge necessary to make good decisions.

• Macro psychological components:

– Motivation

– Learning

– Stress

• Micro psychological components:

– Self-determination

– Meaning

– Competence

– Influence

9-18

Empowerment (continued)

• Many leaders assume it is easier to change an

individual than it is to change the situation, but

this is often not the case.

• Leaders can often see positive changes in

followers’ motivation levels by restructuring

work processes and procedures.

– This can increase their latitude to make decisions and

add more meaning to work.

• Leaders can help followers work through initial

resistance to new processes and procedures by

showing support, providing training and

coaching on new skills, and capitalizing on

opportunities to reward progress.

9-19

Motivation Summary

• A leader’s actions can and do affect followers’

motivation levels.

• Leaders should be flexible in the types of

interventions they use to motivate followers,

which requires familiarity with the pros and cons

of various motivational theories.

• Leadership practitioners should not overlook the

interplay between emotions and motivation.

• Success is more likely when leaders are able to

address and capitalize on emotions when

introducing change.

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Understanding and Influencing Follower Satisfaction

• Satisfied workers are more likely to continue

working for an organization and engage in

organizational citizenship behaviors.

• Dissatisfied workers are more likely to be

adversarial in their relations with leadership and

engage in diverse counterproductive behaviors.

• Employee turnover has the most immediate

impact on leadership practitioners.

– Functional turnover is healthy for an organization,

such as when followers retire, do not fit into the

organization, or are substandard workers.

– Dysfunctional turnover is unhealthy and occurs

when an organization’s best and brightest become

dissatisfied and leave.

9-21

Follower Satisfaction

Table 9.2 Why People Leave or Stay with Organizations

Sources: Pace Communication Inc., Hemispheres Magazine, November 1994, p. 155; “Keeping Workers

Happy,” USA Today, February 10, 1998, p. 1B.

9-22

Global, Facet, and Life Satisfaction

• Three types of items are typically found on job

satisfaction surveys.

– Global satisfaction is the overall degree that

employees are satisfied with their organization and

their job.

– Facet satisfaction is the degree that employees are

satisfied with different aspects of work (pay, benefits,

promotion policies, working hours and conditions).

– Life satisfaction concerns a person’s attitudes about

life in general.

9-23

Global, Facet, and Life Satisfaction (continued)

• Surveys have important findings for leaders.

– People generally like their occupations but may not

like the pay, benefits, or their boss.

– People with longer tenure or in higher positions tend

to have higher global and facet satisfaction ratings

than those newer to or lower in the organization (i.e.

hierarchy effect).

– People who are happier with their jobs tend to have

higher life satisfaction ratings.

• Survey results are most useful when compared

with results from a reference group, such as

the organization’s past results or ratings from

similar organizations.

9-24

Global, Facet, and Life Satisfaction

Table 9.3: Typical Items on a Satisfaction Questionnaire

9-25

Eight Theories of Satisfaction

9-26

Affectivity

• Affectivity refers to one’s tendency to react

to stimuli in a consistent emotional manner,

either positively or negatively.

– People with negative affectivity tend to

focus on the disadvantages of a situation.

– People with positive affectivity tend to have

optimistic approaches in new situations.

• Research suggests that leadership

initiatives may not be effective on a person’s

job satisfaction if their affective disposition is

either extremely positive or negative.

9-27

Herzberg’s Two-Factor Theory

• Herzberg’s research did not assume that the

things that dissatisfied people were always the

opposite of what satisfied them.

• Herzberg identified two factors of satisfaction.

– The factors that led to satisfaction at work were labeled

motivators.

– The factors that led to dissatisfaction at work were

labeled hygiene factors.

• According to two-factor theory, efforts directed

toward improving hygiene factors will not increase

followers’ motivation or satisfaction.

9-28

Herzberg’s Two-Factor Theory

Figure 9.5: Herzberg’s Two-Factor Theory

9-29

Motivators and Hygiene Factors of the Two-Factor Theory

9-30

Organizational Justice

• Organizational justice is based on the idea that

people who are treated unfairly are less satisfied,

productive, and committed to their organizations

and are likely to initiate collective action and

engage in counterproductive work behaviors.

• Organizational justice consists of 3 components.

– Interactional justice is the degree that people are given

information about reward procedures and are treated

with dignity and respect.

– Distributive justice concerns followers’ perceptions of

whether the level of reward or punishment is

commensurate with an individual’s performance or

infraction.

– Procedural justice relates to the process that rewards

and punishments are administered.

9-31

Summary

• Although motivation is an important aspect of

performance, performance and motivation are

not the same thing.

• People often have varying levels of satisfaction

for different aspects of their jobs.

• Many of the approaches to understanding

motivation have distinct implications for

increasing performance and satisfaction.

• Followers and leaders are more likely to have

positive attitudes about work if they believe that

what they do is important and that the reward

and disciplinary systems are fair and just.