book writing assignment "the making of a manager" by julie zhuo

MGT301-Chapter13-Spring2021.pdf

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Motivation

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Why are you here today??

NEEDS (desires or wants) person has need for

food, friends, fame,

challenge, etc. DRIVES (motivation)

person behaves in a

certain way to satisfy

that unmet need GOALS person receives some

type of incentive or

outcome that satisfies

that unmet need

Motivation: process by which a person’s

efforts are initiated, directed & sustained

(persisted) toward attaining a goal

Motivation is a universal process…

but

motivators

can differ

significantly!!

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BASICS of knowing how to

motivate your employees…

• Get to know your employees as individuals…

• Ask them what their NEEDS are….and what type of REWARDS (outcomes) that THEY value!

• Consider the “platinum rule”…treat others as *they* wish to be treated

• and the fundamental rule of human behavior…”you get what you reward”

Something tangible given to

you for what you

accomplished: compensation,

award, trophy, etc

Something intangible you

experience: enjoyment in the

work you do; fulfillment for a

job well done; knowing you

helped others, etc

Needs can originate from both internal

(INTRINSIC) and external (EXTRINSIC) sources

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What motivates you most to

succeed in college?

• GPA

• Career goals

• Expectations of family

• Future earning goals

• Knowledge & learning new things

• Plans for graduate school

• Be role model for others

• Other ______________________

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Maslow’s Hierarchy of Needs Theory

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Maslow’s Hierarchy of Needs:

Applied to the Workplace

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Alderfer’s ERG Theory

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➢ Target #1: 99% chance of hitting this target

(sure thing, doesn’t require much skill) ….win $50

➢ Target #2: 50/50 chance of hitting this target

(requires skill & concentration)…win $100

➢ Target #3: Nearly impossible to hit this target

(mostly depends on pure good luck!)…win $200

“learned” need for achievement

• take personal responsibility for finding solutions to

problems…want to ‘win’ based on their own merit &

efforts (not by luck or chance)

• thrive on feedback (always striving to improve)

• often grew up with role models who were high

achievers (business owners, entrepreneurs, etc)

Our “national culture” can also influence how we

value achievement...

“Achievement” vs “Ascription” Cultures

Achievement oriented

cultures: a person’s

status is largely based on

what that person has

accomplished (their

individual performance)

Ascription-oriented

cultures: a person’s

status is based more on

their age, gender, family,

name, connections, etc.

Want to learn more? Consider MGT330 International Management

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Self-Assessment: What do YOU need?

• Completely optional - you need not disclose your responses to anybody

• Provided only as a way to offer insight into your own existence, relatedness, & growth needs

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• We don’t see reality…..we interpret what we see and call it reality

• Same stimuli can be interpreted very differently by different people

• Perception, like beauty, “lies in the eyes of the beholder” (each of us has our own filter)

• Attribution is how we explain the cause of behavior – ours and that of others

Perception & Attribution

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• People’s behavior is based on their perception of what reality is….not on reality itself

• We judge people all the time as part of daily life within organizations (“categorical thinking”)

• Need to be aware of perceptual short cuts that may distort perceptions of others (we are “cognitive misers”)

• Understanding perceptions and attributions is key to understanding how people behave within organizations

Why is perception important in

management?

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Equity Theory

• We like to balance “what we give” relative to “what we get”…and we compare our perceived ratio with that of others

• Potential responses to feelings of inequity:

• Change inputs (such as reducing our effort)

• Change outcomes (such as demand a raise)

• Change our reference group or rationalize

• Withdraw (quit our job)

• Individuals also differ in their “equity sensitivity”

Which of the following best describes you?

In most situations, I…

a) often put in more than I get out, which is fine

with me

b) typically strive for equity and fairness in

terms of my inputs and outcomes…I don’t

want to get more or less than what I deserve

c) try to put in as little effort as possible to attain

desired rewards

Which of the following best describes you?

In most situations, I…

a) often put in more than I get out, which is fine with me

“benevolents” have a higher tolerance for negative inequity

b) typically strive for equity and fairness in terms of my inputs and outcomes…I don’t want to get more or less than what I deserve

“sensitives” adhere to strict norm of reciprocity

c) try to put in as little effort as possible to attain desired rewards

“entitleds” have no tolerance for negative inequity

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We need to be aware of what employees

might perceive as being “fair” or “unfair”

Remember…our behavior is based upon our perceptions

• Distributive justice: are outcomes and rewards believed to be fairly distributed?

• Procedural justice: are the methods (processes) used to determine how rewards are allocated considered to be fair?

 Fundamental

Attribution Error ignoring environmental

factors that affect

behavior by others

 Your poor behavior is

caused by you.

 Self-Serving Bias taking more personal

responsibility for success

than failure

 My poor behavior is

caused by something else

Attributional Tendencies (impact how we perceive & explain the causes of behavior)

Do we think a person’s behavior is a result of things under that

person’s control …or is the behavior a result of other factors

beyond their control?

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Vroom’s Expectancy Theory

People will be motivated to the extent to which they believe that:

• their efforts will lead to good performance;

• good performance will be rewarded; and

• they will be offered attractive rewards.

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Expectancy Theory

• Expectancy: relates effort to 1st level outcomes (a person’s belief that working hard will result in high task performance)

• Instrumentality: relates 1st level outcomes to 2nd level outcomes (a person’s belief that high task performance will result in a promotion)

• Valence: the value a person assigns to various work-related outcomes (does that person want a promotion?)

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Managerial Implications of Expectancy Theory

• To maximize expectancy: • Make the worker feel competent and capable of achieving the

desired performance level

• To maximize instrumentality: • Make the person confident in understanding which rewards

and outcomes will follow performance accomplishment

• To maximize valence: • Make the worker understand the value of various possible

rewards and work outcomes (and be sure you understand what is valued by that particular worker!)

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What’s the purpose of rewards?

• Attract talented people

• Foster personal & organizational growth

• Motivate performance

• Encourage loyalty and retention

Forms of organizational rewards:

• Money

• Benefits

• Recognition (formal & informal)

Recognition as a reward – often overlooked

– can be timely, flexible and extremely cost effective!

• Formal recognition systems

To be effective, formal recognition systems must be considered valuable and equitable by employees - including those who do not receive recognition rewards (procedural & distributive justice)

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Recognition as a Reward

• Informal recognition systems • personal notes (Super Bowl)

• “caught in the act of doing good”

• simple, genuine, personalized feedback

• peer to peer recognition increasingly popular

• helps to boost employee engagement

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Reinforcement Theory

• Behavior is a function of its consequences

fundamental rule of human behavior:

You Get What You Reward

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Motivating with Reinforcement

Theory

• Standard advice: continuously reinforce behavior to speed the rate of learning new behaviors…and then use intermittent reinforcement to sustain behavior

• Reality? Don’t make things too complicated

• profit sharing

• gain sharing (Whole Foods: focus on productivity)

• sales commission & piecework

• “spot bonus”

Goal Setting Theory

• Setting specific goals increases performance (especially when employees have a voice in how those goals

are established)

• “Challenging” goals that are understood and

accepted by employees result in higher performance

• Feedback relates to higher performance (especially for those with a high need for achievement)

• People are more committed to goals they set

themselves and make public

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Steps Taken by Managers to

Motivate Employees • Get to know your employees…ask them about their

needs & preferences

• Satisfy lower-order needs first & expect people’s needs to change over time

• Create opportunities for employees to satisfy higher- order needs

• Make sure decision-making processes are perceived as being fair • Distributive justice (do employees believe rewards are fairly distributed?)

• Procedural justice (do employees believe the process used to allocate rewards is fair?)

• Pay attention to what behaviors you are actually rewarding

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Performance = Ability x Effort x Support

• Selection and training

• Motivation created by inspiration, role models and rewards

As a manager, if there’s a motivation problem with our people, we should first look in the mirror Recall the common attribution biases:

“I don’t get enough support….but you’re just lazy”

The Performance Equation

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• Managing and motivating others is one of the most stressful jobs in the world

• As workforce becomes more diverse (different generations, cultures, contingent workers, etc) the challenge becomes even greater

• Effective managers & leaders need to know themselves (self-awareness) and know the situation (including the needs of employees)

Motivating others: key to managerial & leadership effectiveness

The most

effective

managers

“bring out the

best” of all the

members of

their

organization