PowerPoint assignment - due in 36 hours ch 7 to 12
combs
Chap010_powerpoint.ppt
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Chapter Ten
Motivating Employees
Copyright © 2010 by the McGraw-Hill Companies, Inc. All rights reserved.
McGraw-Hill/Irwin
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SERGEY BRIN & LARRY PAGE
Google
- Founded Google in 1998 in a friend’s garage.
- Their success is a result of constant innovation and motivating employees to pursue their own interests.
Profile
- Walls are painted in bright colors, offices are open and the Googleplex provides food and recreation activities for all employees.
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INTRINSIC REWARDS
- Intrinsic Rewards -- Personal satisfaction felt for a job well done.
- Kinds of Intrinsic Rewards:
The Value of Motivation
- Pride in your performance
- Sense of achievement
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See Learning Goal 1: Explain Taylor’s scientific management.
Intrinsic means from within; when you have a drive to succeed and are motivated by purpose, passion, and mission.
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EXTRINSIC REWARDS
- Extrinsic Rewards -- Something given as a recognition of good work.
- Kinds of Extrinsic Rewards:
- Pay Raises
- Promotions
- Awards
The Value of Motivation
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See Learning Goal 1: Explain Taylor’s scientific management.
Extrinsic rewards are often temporary and driven by money, recognition and results.
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FRINGE BENEFITS
Perks Offered to Employees at Top 50 Employers
Source: Business Week, www.businessweek.com
Recognizing a Job Well Done
LG7
10-*
Fringe Benefits
- This slide displays the most common perks or rewards used by companies to motivate employees.
- Other examples of extrinsic rewards include the following:
- Pay
- Improved working environment or conditions
- Status
- Security
- While these rewards do offer some value, there is much research that indicates many problems with extrinsic motivation. Share with the students some of those ideas:
- Extrinsic rewards do not produce permanent changes
- Extrinsic rewards reduce intrinsic interest
- The use of extrinsic rewards can be controlling
- Reinforcement of extrinsic rewards can lead to expectations of permanence in the form of job rewards.
Chart1
| Flexible Work Hours |
| Over Two Weeks Vacation in First Year |
| Possible Promotions in First Year |
| Over 5% 401(k) Match |
| Full Health Insurance |
Sheet1
| Series 1 | Series 2 | Series 3 | |
| Flexible Work Hours | 72% | 2.4 | 2 |
| Over Two Weeks Vacation in First Year | 56% | 4.4 | 2 |
| Possible Promotions in First Year | 51% | 1.8 | 3 |
| Over 5% 401(k) Match | 25% | 2.8 | 5 |
| Full Health Insurance | 6% | ||
| To resize chart data range, drag lower right corner of range. |
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TAYLOR’S SCIENTIFIC
MANAGEMENT
- Scientific Management -- Studying workers to determine the most efficient ways of doing things and then teaching those techniques.
- Three Key Elements to Increase Productivity
- Time
- Methods of Work
- Rules of Work
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Frederick Taylor: The Father of Scientific Management
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See Learning Goal 1: Explain Taylor’s scientific management.
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TAYLOR’S FOUR KEY
PRINCIPLES
- Study how a job is performed.
- Gather time & motion information.
- Check different methods.
- Codify the best method into rules.
- Choose workers whose skill matches the rules.
- Establish a fair level of performance and pay.
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Frederick Taylor: The Father of Scientific Management
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See Learning Goal 1: Explain Taylor’s scientific management.
Taylor was looking for the most efficient way or the one right way to do something. Workers were, in a sense, thought of as machines that could be fine tuned.
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TIME-MOTION STUDIES
- Time-Motion Studies -- Studies of which tasks must be performed to complete a job and the time needed to do each task.
- Led to the development of the Principle of Motion Economy -- Every job can be broken down into a series of elementary motions; developed by Frank and Lillian Gilbreth.
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Frederick Taylor: The Father of Scientific Management
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See Learning Goal 1: Explain Taylor’s scientific management.
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UPSET at UPS
(Legal Briefcase)
- UPS drivers work under strict rules and work requirements.
- Performance pressure has taken a toll on drivers who report increased stress, anxiety and back pain.
- UPS is employing new technologies and planning to increase productivity without overtaxing drivers.
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See Learning Goal 1: Explain Taylor’s scientific management.
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ARE YOU STRESSED?
Warnings of Employee Stress
- Negative attitudes about work
- Drops in productivity
- Chronic lateness
- Absenteeism
- Careless with details
- Unable to work with others
- Withdrawal from co-workers
- Easily upset or angered
Frederick Taylor: The Father of Scientific Management
LG1
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See Learning Goal 1: Explain Taylor’s scientific management.
Are You Stressed?
- Employers can often spot impending stress or on-the-job stress by understanding the signs listed.
- Ask the students: Have you experienced any of these symptoms when trying to juggle your academic, professional, and personal lives? What did you do to cope with the rigors of stress?
- Share the following tips for reducing stress:
- Learn to plan.
- Recognize and accept limits.
- Be a positive person.
- Learn to tolerate and forgive.
- Avoid unnecessary competition.
- Get regular exercise.
- Learn a systematic, drug-free method of relaxing.
- Change your thinking.
Source: UTexas.edu
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HAWTHORNE STUDIES:
PURPOSE AND RESULTS
- Researchers studied worker efficiency under different levels of light.
- Productivity increased regardless of light condition.
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Elton Mayo and the Hawthorne Studies
- Researchers decided it was a human or psychological factor at play.
- Hawthorne Effect -- People act differently when they know they are being studied.
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See Learning Goal 2: Describe the Hawthorne studies and their significance to management.
The Hawthorne studies were conducted in Cicero, Illinois at the Western Electric plant over a six year period.
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MASLOW’S
THEORY of MOTIVATION
- Hierarchy of Needs -- Theory of motivation based on unmet human needs from basic physiological needs to safety, social and esteem needs to self-actualization needs.
- Needs that have already been met do not motivate.
- If a need is filled, another higher-level need emerges.
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Motivation and Maslow’s Hierarchy of Needs
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See Learning Goal 3: Identify the levels of Maslow’s hierarchy of needs and apply them to employee motivation.
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MASLOW’S
HIERARCHY of NEEDS
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Motivation and Maslow’s Hierarchy of Needs
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See Learning Goal 3: Identify the levels of Maslow’s hierarchy of needs and apply them to employee motivation.
Maslow’s Hierarchy of Needs
- This slide reproduces the illustration of Maslow’s Hierarchy from the chapter.
- Most people in the class, especially those that have taken basic psychology, may be familiar with Maslow and the premise of human needs hierarchy.
- Use this opportunity to relate Maslow’s need theory to the work environment:
- Workers require competitive salaries, benefits and clean work environments.
- Employees have the need for security against termination in their jobs and the feeling of being safe against bodily harm while performing their job functions.
- On the job, workers have the need to feel a part of a successful group, driven by achievement.
- Employees seek opportunities for advancement, empowerment, recognition, and responsibility through additional work-related performance. Companies must attempt to satisfy these needs through opportunities within the organization.
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HERZBERG’S
MOTIVATING FACTORS
- Herzberg’s research centered on two questions:
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Herzberg’s Motivating Factors
- What factors controlled by managers are most effective in increasing worker motivation?
- How do workers rank job-related factors in order of importance related to motivation?
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See Learning Goal 4: Distinguish between the motivators and hygiene factors identified by Herzberg.
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JOB CONTENT
- Herzberg found job content factors were most important to workers – workers like to feel they contribute to the company.
- Motivators -- Job factors that cause employees to be productive and that give them satisfaction.
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Herzberg’s Motivating Factors
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See Learning Goal 4: Distinguish between the motivators and hygiene factors identified by Herzberg.
Herzberg’s article in the Harvard Business Review, “One More Time: How Do You Motivate Employees?” is a classic and explores his idea of job content in depth.
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JOB ENVIRONMENT
- Job environment factors maintained satisfaction but did not motivate employees.
- Hygiene Factors -- Job factors that can cause dissatisfaction if missing but that do not necessarily motivate employees if increased.
LG4
Herzberg’s Motivating Factors
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See Learning Goal 4: Distinguish between the motivators and hygiene factors identified by Herzberg.
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HERZBERG’S MOTIVATORS and HYGIENE FACTORS
LG4
Herzberg’s Motivating Factors
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| Motivators | Hygiene Factors |
| Work itself | Company policy and administration |
| Achievement | Supervision |
| Recognition | Working conditions |
| Responsibility | Interpersonal relations |
| Growth and advancement | Salary, status and job security |
See Learning Goal 4: Distinguish between the motivators and hygiene factors identified by Herzberg.
Herzberg’s Theory
- This slide illustrates another “need” theory regarding workers and their job needs.
- This theory is based on what an organization can do to fulfill the individual needs of workers while motivating them to excel.
- The key component of Herzberg’s work was the opposite of “satisfaction” is “no satisfaction.” If the basic hygiene factors were not in place, a worker is not satisfied. To have a satisfied, motivated workforce, a company needs to provide the following:
- Achievement
- Recognition
- Work Itself
- Responsibility
- Advancement
- Growth
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COMPARISON of the THEORIES
of MASLOW and HERZBERG
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Herzberg’s Motivating Factors
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See Learning Goal 4: Distinguish between the motivators and hygiene factors identified by Herzberg.
Comparison of the Theories of Maslow and Herzberg
- This slide gives students a good starting point to see the relationship between Maslow and Herzberg.
- To start a discussion ask students if they are motivated by money? This question always starts a discussion with most students stating that money is a real motivating factor. Follow-up this discussion with the following: If you dislike your current job and your boss offers you more money will it change your feelings about your job in the long run?
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PROGRESS ASSESSMENT
- What are the similarities and differences between Taylor’s time-motion studies and Mayo’s Hawthorne studies?
- How did Mayo’s findings influence scientific management?
- Explain the distinction between what Herzberg called motivators and hygiene factors.
Progress Assessment
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- What are the similarities and differences between Taylor’s time-motion studies and Mayo’s Hawthorne studies? Frederick Taylor’s time-motion studies measured output. Taylor inspired the Hawthorne studies. Originally Elton Mayo wanted to determine the optimal level of lighting necessary to increase production on the factory floor which is a type of scientific management. He later determined that people who were empowered worked harder. Ultimately his study brought about behavioral management.
- How did Mayo’s findings influence scientific management? The findings at Hawthorne plant in Cicero, Illinois completely changed how people thought about employees and motivation. One finding was that money was not a primary motivator. These new assumptions led to to many theories about the human side of motivation.
- Explain the distinction between what Herzberg called motivators and hygiene factors. As Herzberg studied the results of his research study he concluded that motivators made employees productive and gave them satisfaction. These factors related to job content. Hygiene factors related to the job environment and could, if left unattended, cause employee dissatisfaction but would not provide long term motivation. Hygiene factors include such things as pay and working conditions.
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THEORY X and THEORY Y
- Douglas McGregor proposed managers had two different sets of assumptions concerning workers.
- Their attitudes about motivating workers was tied to these assumptions.
- McGregor called them Theory X and Theory Y.
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McGregor’s Theory X and Theory Y
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See Learning Goal 5: Differentiate among Theory X, Theory Y, and Theory Z.
McGregor’s Theories
- Theory X suggests that employees dislike work, avoid responsibility, have little ambition, and are motivated by threat and fear. Theory Y argues that people like work, seek responsibility, and are motivated by empowerment. If a manager believes theory X or Theory Y, s/he would tend to treat the employees accordingly.
- Ask the students: Would you be a Theory X or Y manager? How do you believe employees should be treated? Would you prefer to work for a Theory X or Y manager? (The majority if not all would say they would rather work for a Theory Y manager. It should be pointed out that how a manager treats employees is often dictated by the situation. A manager may hold Theory Y values but may have to use Theory X perspective depending upon the situation with the employee.)
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ASSUMPTIONS of
THEORY X MANAGERS
- Workers dislike work and seek to avoid it.
- Workers must be forced or threatened with punishment to get them to perform.
- Workers prefer to be directed and avoid responsibility
- Only effective motivators are fear and money.
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McGregor’s Theory X and Theory Y
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See Learning Goal 5: Differentiate among Theory X, Theory Y, and Theory Z.
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ASSUMPTIONS of
THEORY Y MANAGERS
- People like work, it’s a part of life.
- Workers seek goals they are committed toward.
- Commitment to goals depends on perceived rewards.
- People can use creativity to solve problems.
- Intellectual capacity is only partially realized.
- People are motivated by a variety of rewards.
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McGregor’s Theory X and Theory Y
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See Learning Goal 5: Differentiate among Theory X, Theory Y, and Theory Z.
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THEORY Z
- William Ouchi researched cultural differences between the U.S. (Type A) and Japan (Type J).
- Type J committed to the organization and group.
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Ouchi’s Theory Z
- Type A focused on the individual.
- Theory Z is the hybrid approach of Types A and J.
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See Learning Goal 5: Differentiate among Theory X, Theory Y, and Theory Z.
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THEORY Z
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Ouchi’s Theory Z
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See Learning Goal 5: Differentiate among Theory X, Theory Y, and Theory Z.
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GOAL-SETTING THEORY
- Goal-Setting Theory -- Setting ambitious but attainable goals can motivate workers and improve performance if the goals are accepted, accompanied by feedback, and facilitated.
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Goal-Setting Theory and Management by Objectives
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See Learning Goal 6: Explain the key principles of goal-setting, expectancy, reinforcement, and equity theories.
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APPLYING GOAL-SETTING
THEORY
- Management by Objectives (MBO) -- Involves a cycle of discussion, review and evaluation of objectives among top and middle-level managers, supervisors and employees.
- Managers formulate goals in cooperation with everyone.
- Need to monitor results and reward achievement.
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Goal-Setting Theory and Management by Objectives
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See Learning Goal 6: Explain the key principles of goal-setting, expectancy, reinforcement, and equity theories.
Peter Drucker developed the idea of MBO in his 1954 book The Practice of Management.
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ORGANIZATIONS USING MBO
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Goal-Setting Theory and Management by Objectives
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See Learning Goal 6: Explain the key principles of goal-setting, expectancy, reinforcement, and equity theories.
Organizations Using MBO
- Management By Objectives (MBO) was popularized by Peter Drucker in the 1950s.
- Ask students: What are the benefits of MBO? (This theory is based on the notion that setting attainable goals with all employees of the organization will create more support for the goals leading to greater motivation.)
- To better understand Peter Drucker visit the following website: http://www.druckerinstitute.com/
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EXPECTANCY THEORY in MOTIVATION
- Expectancy Theory -- The amount of effort employees exert on a specific task depends on their expectations of the outcome.
- Employees ask:
- Can I accomplish the task?
- What’s my reward?
- Is the reward worth the effort?
- Expectations can vary from person to person.
LG6
Meeting Employee Expectations: Expectancy Theory
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See Learning Goal 6: Explain the key principles of goal-setting, expectancy, reinforcement, and equity theories.
Victor Vroom developed the expectancy theory.
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EXPECTANCY THEORY
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Meeting Employee Expectations: Expectancy Theory
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See Learning Goal 6: Explain the key principles of goal-setting, expectancy, reinforcement, and equity theories.
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NADLER & LAWLER’S
MODIFICATION
- Researchers Nadler and Lalwer modified expectancy theory and suggested five steps for managers:
- Determine what rewards employees value.
- Determine worker’s performance standard.
- Make sure performance standards are attainable.
- Tie rewards to performance.
- Be sure employees feel rewards are adequate.
LG6
Meeting Employee Expectations: Expectancy Theory
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See Learning Goal 6: Explain the key principles of goal-setting, expectancy, reinforcement, and equity theories.
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USING
REINFORCEMENT THEORY
- Reinforcement Theory -- Positive and negative reinforcers motivate a person to behave in certain ways.
- Positive reinforcement includes praise, pay increases and recognition.
- Negative reinforcement includes reprimands, reduced pay, and layoff or firing.
- Extinction is a way of trying to stop behavior by not responding to it.
LG6
Reinforcing Employee Performance: Reinforcement Theory
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See Learning Goal 6: Explain the key principles of goal-setting, expectancy, reinforcement, and equity theories.
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REINFORCEMENT THEORY
LG6
Reinforcing Employee Performance: Reinforcement Theory
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See Learning Goal 6: Explain the key principles of goal-setting, expectancy, reinforcement, and equity theories.
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EQUITY THEORY
- Equity Theory -- Employees try to maintain equity between inputs and outputs compared to others in similar positions.
- Workers often base perception of their outcomes to a specific person or group.
- Perceived inequities can lead to reduced quality and productivity, absenteeism even resignation.
LG6
Treating Employees Fairly: Equity Theory
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See Learning Goal 6: Explain the key principles of goal-setting, expectancy, reinforcement, and equity theories.
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PROGRESS ASSESSMENT
- Briefly explain the managerial attitudes behind Theories X, Y and Z.
- Explain goal-setting theory.
- Evaluate expectancy theory. When could expectancy theory apply to your efforts or lack of effort?
- Explain the principles of equity theory.
Progress Assessment
10-*
- Briefly explain the managerial attitudes behind Theories X, Y and Z. Douglas McGregor developed Theories X and Y after observing that managers’ attitudes fall into one of two different assumptions. Theory X assumes the following: People dislike work and will avoid work. workers must be forced, controlled, directed or threatened with punishment to make them work towards the organization’s goals., average worker prefers to be directed, wishes to avoid responsibility, has little ambition and wants security, and the primary motivators are fear and money. Theory Y managers have completely different views on managing people. Theory Y managers believe: Most people like to work, depth of a person’s commitment to goals depends on the perceived rewards for achieving them., under certain circumstances people will seek responsibility., employees tend to be imaginative, creative, and clever, and employees are motivated by a variety of rewards. Theory Z was developed by William Ouchi of UCLA and is a blending of American management style, Theory A, with Japanese management style, Theory J into Theory Z.
2. Explain goal-setting theory. The idea behind goal-setting theory is the process of setting attainable goals to motivate employees and improve performance. The key to goal-setting theory is that the goals must be accepted and accompanied by feedback to truly be effective.
3. Evaluate expectancy theory. When could expectancy theory apply to your efforts or lack of effort? Victor Vroom created the expectancy theory. His central premise was the amount of effort employees exert on a specific task depends on their expectations of the outcome. He contends that employees will ask three specific questions before committing maximum effort: Can I accomplish the task? If I do accomplish it, what’s my reward? Is the reward worth the effort? Like goal-setting theory the key to expectancy theory is setting attainable goals. If the goal is not attainable employees will simply give up, thus reducing motivation.
4. Explain the principles of equity theory. Equity theory looks at how employee’s perceptions of fairness affect their willingness to perform. Employees will try to balance or maintain equity between what they put into the job and what they get out of it, comparing those inputs and outputs to those of others in similar positions.
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ENRICHING JOBS
- Job Enrichment -- A motivational strategy that emphasizes motivating the worker through the job itself.
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Motivation Through Job Enrichment
- Based on Herzberg’s motivators, such as responsibility, achievement and recognition.
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See Learning Goal 7: Show how managers put motivation theories into action through such strategies as job enrichment, open communication, and job recognition.
Herzberg argued factors such as responsibility, achievement and recognition were more important motivational factors in the long-run than pay. He believed that if you wanted to motivate employees you should focus on enriching the job.
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KEY CHARACTERISTICS
of WORK
- Skill Variety
- Task Identity
- Task Significance
- Autonomy
- Feedback
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Motivation Through Job Enrichment
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See Learning Goal 7: Show how managers put motivation theories into action through such strategies as job enrichment, open communication, and job recognition.
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GREEN TEAM, GO!
(Thinking Green)
- Steve Sarowitz of Paylocity formed a “Green Team” to make the business more eco-friendly.
- The “Green Team” expanded company recycling, increased telecommuting and switched from paper cups to ceramic cups.
- Employees were excited by the challenge because it went beyond their traditional jobs.
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See Learning Goal 7: Show how managers put motivation theories into action through such strategies as job enrichment, open communication, and job recognition.
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TYPES of JOB ENRICHMENT
- Job Enlargement -- A job enrichment strategy that involves combining a series of tasks into one challenging and interesting assignment.
- Job Rotation -- A job enrichment strategy that involves moving employees from one job to another.
LG7
Motivation Through Job Enrichment
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See Learning Goal 7: Show how managers put motivation theories into action through such strategies as job enrichment, open communication, and job recognition.
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USING OPEN COMMUNICATION
- Create a culture that rewards listening.
- Train managers to listen.
- Use effective questioning techniques.
- Remove barriers to open communication.
- Ask employees what’s important to them.
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Motivating Through Open Communication
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See Learning Goal 7: Show how managers put motivation theories into action through such strategies as job enrichment, open communication, and job recognition.
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BIG MOTIVATORS for
SMALL BUSINESS
(Spotlight on Small Business)
- Things like weekly trips to the movies and after-work parties help keep employees motivated.
- Communication, mentoring and group bonding are key elements to success.
- Open communication and increased responsibility for employees makes them feel a real part of the firm.
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See Learning Goal 7: Show how managers put motivation theories into action through such strategies as job enrichment, open communication, and job recognition.
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RECOGNIZING GOOD WORK
- Raises are not the only ways to recognize an employee’s performance. Recognition can also include:
- Paid time off
- Flexible scheduling
- Work from home opportunities
- Paid child or elder care
- Stock options or profit sharing
- Company awards
- Company events or teams
LG7
Recognizing a Job Well Done
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See Learning Goal 7: Show how managers put motivation theories into action through such strategies as job enrichment, open communication, and job recognition.
Remember rewarding performance can come in different formats than money. What are other ways to recognize good performance?
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WORK WELL with OTHERS
Keys for Productive Teamwork
- Have a common understanding of your task.
- Clarify roles and responsibilities.
- Set rules.
- Get to know each other.
- Communicate openly and often.
Source: Wall Street Journal Research, September 2007.
Recognizing a Job Well Done
LG7
10-*
See Learning Goal 7: Show how managers put motivation theories into action through such strategies as job enrichment, open communication, and job recognition.
High Performance Teams
- This slide presents characteristics of high performance teams.
- This list is compiled from the Wall Street Journal on high performance teams.
- Ask the students in teams to explore these characteristics as they relate to teams they have been on. Which of these characteristics apply to their team and which are lacking? What modifications do they need to make to move towards being a high performance team?
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WHAT’S GOOD for YOU
Most Positive Remedies for Employee Moral
Recognizing a Job Well Done
LG7
10-*
See Learning Goal 7: Show how managers put motivation theories into action through such strategies as job enrichment, open communication, and job recognition.
What’s Good for You
- This slide offers simple tips for motivating employees in your business.
- A motto to remember is the Golden Rule: Treat others like you want to be treated.
- Ask the students where the recommendations in the slide fit in Maslow’s or Herzberg’s theories.
Chart1
| Open Communication |
| Recognition Programs |
| Monetary Awards |
| Unexpected Rewards |
| Other Categories |
Sheet1
| Column1 | |
| Open Communication | 48% |
| Recognition Programs | 19% |
| Monetary Awards | 13% |
| Unexpected Rewards | 11% |
| Other Categories | 9% |
| To resize chart data range, drag lower right corner of range. |
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WHAT’S BAD for YOU
Most Negative Actions for Employee Morale
Recognizing a Job Well Done
LG7
10-*
See Learning Goal 7: Show how managers put motivation theories into action through such strategies as job enrichment, open communication, and job recognition.
What’s Bad for You
- This slide ties into the previous slide and offers tips on what to avoid in order to enhance employee morale.
- Ask students why these factors negatively impact employee morale.
Chart1
| Lack of Open Communication |
| Failure to Recognize Achievements |
| Micromanaging |
| Excessive Workloads |
| Other Issues |
Sheet1
| Column1 | |
| Lack of Open Communication | 33% |
| Failure to Recognize Achievements | 19% |
| Micromanaging | 17% |
| Excessive Workloads | 16% |
| Other Issues | 15% |
| To resize chart data range, drag lower right corner of range. |
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MOTIVATING EMPLOYEES
ACROSS the GLOBE
- Cultural differences make worker motivation a challenging task for global managers.
- High-Context cultures require relationships and group trust before performance.
LG8
Motivating Employees Across the Globe
- Low-Context cultures believe relationship building distracts from tasks.
10-*
See Learning Goal 8: Show how managers personalize motivation strategies to appeal to employees across the global and across generations.
In a globalized world managers must recognize that what is appropriate in one culture might not work in another.
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MOTIVATING ACROSS the GENERATIONS
- Baby Boomers (1946 – 1964)
- Experienced great economic prosperity, job security, optimism about their future.
- Generation X (1965 – 1980)
- Raised in dual-career families, attended day care, feeling of insecurity about jobs
- Generation Y or Millenials (1980 – 2000)
- Raised by indulgent parents, used to many comforts like computers and cell phones
LG8
Motivating Employees Across Generations
10-*
See Learning Goal 8: Show how managers personalize motivation strategies to appeal to employees across the global and across generations.
Managers must consider cultural differences, and they must also contend with employees in different age groups. To start a discussion ask students what issues they may encounter if they managed employees from Baby Boomers, Generation X, and Generation Y?
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GENERATION X in the
WORKPLACE
- Desire economic security but focus more on career security more than job security.
- Good motivators as managers due to emphasis on results rather than work hours.
- Tend to be flexible and good at collaboration and consensus building.
- Very effective at giving employee feedback and praise.
LG8
Motivating Employees Across Generations
10-*
See Learning Goal 8: Show how managers personalize motivation strategies to appeal to employees across the global and across generations.
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MILLENIALS in the
WORKPLACE
- Tend to be impatient, skeptical, blunt and expressive.
- Are tech-savvy and able to grasp new concepts.
- Able to multi-task and are efficient.
- Highlight a strong sense of commitment.
- Place a high value on work-life balance.
- Fun and stimulation are key job requirements.
LG8
Motivating Employees Across Generations
10-*
See Learning Goal 8: Show how managers personalize motivation strategies to appeal to employees across the global and across generations.
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The BEST COMPANIES for
WORKERS
Source: Fortune Magazine, www.fortune.com
Motivating Employees Across Generations
LG8
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| Company | Location |
| NetApp | Sunnyvale, California |
| Edward Jones | St. Louis, Missouri |
| Boston Consulting Group | Boston, Massachusetts |
| Mountain View, California | |
| Wegmans Food Markets | Rochester, New York |
| Cisco Systems | San Jose, California |
See Learning Goal 8: Show how managers personalize motivation strategies to appeal to employees across the global and across generations.
The Best Companies for Workers
- This list is generated by Fortune Magazine.
- Ask students: What makes a company “employee friendly”? (Answers will vary)
- Use the Fortune research to profile one or all of the companies, so students can understand what programs these companies have implemented to enhance worker satisfaction.
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PROGRESS ASSESSMENT
- What are several steps firms can take to increase internal communications and motivation?
- What problems may emerge when firms try to implement participative management?
- Why is it important to adjust motivational styles to individual employees? Are there any general principles of motivation that today’s managers should follow?
Progress Assessment
10-*
- What are several steps firms can take to increase internal communications and motivation? To increase communication managers can: Reward listening across the organization, train supervisors and managers to listen use effective questioning techniques, remove barriers to communication, avoid vague and ambiguous communication, make it easy to communicate, and ask employees what is important to them. Focusing on communication is important, but managers can also focus on job enrichment such as skill variety and task significance.
- What problems may emerge when firms try to implement participative management? Participative management if implemented properly can be successful, but like everything in life, there are benefits and weaknesses to this type of management style. One problem with this approach is that it is difficult to implement and workers may spend more time formulating suggestions than actually solving the problem at hand.
- Why is it important to adjust motivational styles to individual employees? Are there any general principles of motivation that today’s managers should follow? In today’s multicultural workplace managers cannot use one motivational formula for all employees. While they must adjust motivational styles, it is essential that managers give all employees the keys to do a good job: the tools, right information, and the right amount of cooperation. Motivating employees across cultures and generations can be simple if managers acknowledge a job well done.
