supervisory management ,Mosley Mosley Pietri.

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©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

CHAPTER 7

MOTIVATION

©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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  • Identify the three levels of employee motivation
  • Explain the relationship between performance and motivation
  • Understand and explain Maslow’s hierarchy of needs theory and the principle underlying his theory
  • Differentiate between Herzberg’s dissatisfiers and motivators
  • Understand and explain expectancy theory

LEARNING OBJECTIVES

©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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  • Explain how supervisors can use goal-setting theory to motivate employees
  • Define equity theory
  • Define and explain reinforcement theory
  • Explain the job characteristics model
  • Explain how generational differences affect motivation
  • Identify five steps to motivating employees

LEARNING OBJECTIVES

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  • Willingness to work to achieve the organization’s objectives
  • Result of one’s individual perceptions, needs, and goals

MOTIVATION

©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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EXHIBIT 7.1 - DETERMINING EMPLOYEE ENGAGEMENT

Source: “The Relationship Between Engagement at Work and Organizational Outcomes, 2012 Q12® Item-Level Meta-Analysis,” Gallup (online), February 2013, 14. Retrieved on July 8, 2013 from http://www.gallup.com/strategicconsulting/126806/Q12-Meta-Analysis.aspx

©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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EXHIBIT 7.2 - THE THREE LEVELS OF MOTIVATION

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INTRINSIC AND EXTRINSIC MOTIVATION

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  • Arrangement of people’s needs in a hierarchy, or ranking of importance
  • States that once a need has been satisfied, it no longer serves as a primary motivator of behavior

MASLOW’S HIERARCHY OF NEEDS THEORY

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MASLOW’S HIERARCHY OF NEEDS THEORY

  • Need for food, water, air, and other physical necessities

Physiological or biological needs

  • Need for protection from danger, threat, or deprivation

Safety or security need

  • Need for belonging, acceptance by colleagues, friendship, and love

Social or belonging needs

  • Need for self-confidence, independence, appreciation, and status

Ego or esteem needs

  • Need concerned with realizing one’s potential, self-development, and creativity

Self-fulfillment or self-actualization need

©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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EXHIBIT 7.4 - MASLOW’S HIERARCHY OF NEEDS

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  • Though the needs are universal, the sequence may differ, depending on the culture
  • Priorities of some individuals may differ
  • Needs on one level do not have to be fully satisfied before the next level becomes important
  • The two highest levels of needs can rarely be fully satisfied

QUALIFYING MASLOW’S THEORY

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  • Dissatisfier or hygiene factors: Factors employees said most affected them negatively or dissatisfied them about their job
  • Satisfier or motivator factors: Factors employees said turned them on about their job
  • Link to intrinsic and extrinsic motivation
  • Factors associated with positive motivation are intrinsic to the job
  • Factors causing dissatisfaction are extrinsic to the job

HERZBERG’S THEORY

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EXHIBIT 7.5 - HERZBERG’S SATISFIER/MOTIVATOR AND DISSATISFIER/HYGIENE FACTORS

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  • Money can be a motivating factor, especially when it is tied to recognition and achievement
  • For some people, absence of recognition, advancement, and challenge can constitute dissatisfaction
  • Built-in bias of Herzberg’s findings
  • Positive aspects of a job are associated with intrinsic factors
  • Dissatisfiers are associated with extrinsic factors

QUALIFYING HERZBERG’S THEORY

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EXPECTANCY THEORY

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EXHIBIT 7.6 - EXPECTANCY THEORY

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EXHIBIT 7.7 - WAYS TO APPLY EXPECTANCY THEORY

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  • Ways to use goal setting as a motivational tool
  • Set specific, concrete goals
  • Set challenging but reasonably difficult goals
  • Provide timely feedback about goal achievement
  • Strengthen employees’ commitment by allowing them to participate in goal setting
  • When multiple goals are established, make sure employees understand their priorities

GOAL-SETTING THEORY

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  • When people perceive themselves in situations of inequity or unfairness, they are motivated to act in ways to change their circumstances
  • Factors determining equity
  • Inputs - Skill, education, experience, and motivation an employee brings to the job situation
  • Outputs - Pay, advancement, recognition, or desirable job assignments and other performance rewards

EQUITY THEORY

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  • Ways to reduce inequity
  • Attempting to increase your reward level by making a case with the management
  • Decreasing your input level by putting in less job effort, taking longer breaks, or being less cooperative
  • Rationalizing valid reasons as to why the inequity exists
  • Leaving the situation by asking for a transfer or seeking a position with another employer

EQUITY THEORY

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  • Based on the law of effect, holds that behaviors meeting with:
  • Pleasant consequences tend to be repeated
  • Unpleasant consequences tend not to be repeated
  • Rewards and punishments are used as a way to shape an individual

REINFORCEMENT THEORY

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  • Focuses on five core job elements leading to intrinsic motivation and then positive work outcomes
  • Skill variety
  • Extent to which the job requires a worker to use a broad range of skills to perform it
  • Task identity
  • Extent to which the job requires a worker to complete a whole, identifiable piece of work

JOB CHARACTERISTICS MODEL

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  • Task significance
  • Extent to which the job impacts the work or lives of others
  • Autonomy
  • Extent to which the job entails substantial freedom and decision making in carrying it out
  • Feedback
  • Extent to which the job itself provides information about whether it is performed successfully

JOB CHARACTERISTICS MODEL

©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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EXHIBIT 7.9 - JOB CHARACTERISTICS MODEL

Source: Adapted from J. R. Hackman,“Work Design,” in J. R. Hackman and J. L. Suttle, eds, Improving Life at Work (Goodyear Publishing, 1977), 159. Reprinted with permission.

©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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EXHIBIT 7.10 - CHARACTERISTICS OF DIFFERENT GENERATIONS

©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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EXHIBIT 7.10 - CHARACTERISTICS OF DIFFERENT GENERATIONS

©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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FIVE STEPS TO MOTIVATING EMPLOYEES

Help make employees’ jobs intrinsically rewarding

Provide clear performance objectives

Support employees’ performance efforts

Provide timely performance feedback

Reward employees’ performance

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  • Baby boomers
  • Dissatisfier or hygiene factors
  • Ego or esteem needs
  • Equity theory
  • Expectancy theory
  • Extrinsic motivation
  • Generation Xers
  • Generation Yers

IMPORTANT TERMS

  • Goal-setting theory
  • Hierarchy of needs
  • Intrinsic motivation
  • Job characteristics model
  • Motivation
  • Physiological or biological needs
  • Reinforcement theory

©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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  • Safety or security needs
  • Satisfier or motivator factors
  • Self-fulfillment or self actualization needs
  • Social or belonging needs
  • Traditionalists

IMPORTANT TERMS