Motivation Emp

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Chapter Overview Employee performance depends on motivation to

perform.

Motivation leads to good performance when it isaccompanied by

ability,

skills,

equipment,

supplies, and

time.


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The chapter includes many theories of motivation.

Content theories of motivation attempt to identify whatthings motivate people.

Maslows hierarchy of needs,

McClellands theory of achievement, power, andaffiliation needs, and

Herzbergs two-factor theory of motivation areexplained.


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Process theories look at the process of motivationrather than specific motivators.

Included are Vrooms expectancy-valence theory, and

Skinners reinforcement theory.


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All of the theories depend on the individualsperception of what is a valued motivator.

What will be perceived as a motivator depends on theindividuals needs.


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Some supervisors and other managers assume thatthe main thing employees want out of a job is

money. While money can be a motivator, it is not the only motivator,

and for some people it is not the most important motivator.

For money to motivate, it must meet employee needs, andemployees must believe they are able to achieve the financial

rewards the organization offers.


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Several financial incentives are discussed, including piecework systems,

production bonus systems,

commissions,

suggestion plans,

group incentive plans,

profit-sharing, and gain sharing.


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Supervisors will likely have limits on the types ofmotivators they can use.

But they can motivate their employees by making workinteresting through such means as

job rotation,

job enlargement,

job enrichment, and

contact with users of the product or service.


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Other ways to motivate include

having high expectations of employees,

providing rewards that are valued, relating rewards to performance,

treating employees as individuals,

encouraging employee participation, and

providing feedback, including praise.


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Relationship between Motivation

and Performance Motivation: Giving people incentives that cause

them to act in desired ways.

The objective of motivating employees is to leadthem to perform in ways that meet the goals of thedepartment and the organization.

Because supervisors are largely evaluated on the

basis of how well their group as a whole performs,motivation is an important skill for supervisors toacquire.


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Employees ultimately decide how they are going toperform or not perform.

A supervisor can influence employees behavior throughthe use of rewards and other incentives.

Supervisors are a significant factor in creating theenvironment in which employees work.


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Flextime: a policy that grants employees some leewayin choosing which eight hours a day or which 40 hoursa week to work.

Job sharing: an arrangement in which two part-timeemployees share the duties of one full-time job.


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Content theories of motivation focus on the contentof the motivator.

Three researchers whose content theories ofmotivation are widely used are

Abraham Maslow,

David McClelland, and

Frederick Herzberg.


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Maslow s Hierarchy of Needs Maslow assumes that what motivates people is

unmet needs.

According to Maslow, the needs that motivatepeople fall into five basic categories:

physiological needs (the most basic need),

security needs,

social needs, esteem needs, and

self-actualization needs (the highest-level need).


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Physiological needs are the ones required for survival.

Security needs involve keeping oneself free from harm.

Social needs are the desire for love, friendship, and

companionship. Esteem needs are the need for self-esteem and the respect of

others.

Self-actualization needs describe the desire to live up to ones fullpotential.

People may be seeking to meet more than one category of needsat a time.


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McClellands Achievement-Power-

Affiliation Theory This motivation theory is based on theassumption that through life experiences, peopledevelop various needs.

The three needs include: (1) The need for achievement

the desire to do something better than it has been done before.

(2) The need for power the desire to control, influence, or be responsible for other

people.

(3) The need for affiliation the desire to maintain close and friendly personal relationships.


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People have all of these needs to some extent.

The relative strength of the needs influences what will

motivate a person.


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Hertzbergs Two-Factor Theory Employees satisfaction and dissatisfaction stem from

different sources.

Dissatisfaction results from the absence of whatHertzberg calls hygiene factors.

salary

relationship with others

Satisfaction results from the presence ofmotivatingfactors. opportunities


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The supervisor has control of many of the motivatingfactors, including

recognition,

responsibility,

advancement, and

personal growth.


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Process Theories of MotivationAnother way to explain motivation is to look at it as a

process.

Two major process theories are expectancy-valencetheory and reinforcement theory.


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Vroom s Expectancy- Valence

TheoryVictor Vroom assumes that people act as they do tosatisfy needs they feel.

He sets out to explain what determines the intensity ofpeoples motivation.


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He explains that motivation depends on two things:

(1) Valence

the value a person places on the outcome of a particularbehavior.

(2) Expectancy

the perceived probability that the behavior will lead to theoutcome.


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The strength of motivation equals the perceived valueof the outcome times the perceived probability of thebehavior resulting in the outcome.

In other words, people are most motivated to seekresults they value highlyandthink they can achieve.


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This theory is based on employees perceptionsofrewards and whether they are able to achieve thoserewards.

It is important to note that employees may place differentvalues on rewards and their ability to achieve the outcomethan does the supervisor.

Supervisors need to determine from the employees what is

rewarding and what is possible to achieve.


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Skinners Reinforcement Theory B. F. Skinner says that people behave as they dobecause of the kind of consequences they experienceas a result of their behavior.

Broadly speaking, people keep doing things that lead toconsequences they like, and avoid doing things thathave undesirable consequences.

For example, praise feels good, so people tend to do thingsthat get them praised.


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Supervisors can encourage or discourage a particularkind of behavior by the way they respond to thebehavior.

Consequences can be thought of as:

(1) Reinforcement

the desired consequence for behavior.

This term is used to indicate positive consequences fordesired behavior.

This is also used to indicate the outcome for ceasingnegative behavior.


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(2) Punishment

an unpleasant consequence of a behavior a supervisor wants toend.

This is sometimes described as negative reinforcement


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Behavior Modification: The use of reinforcementand punishment to motivate people to behave incertain way.

For long term results, positive reinforcement is moreeffective than punishment.

Punishment can lead to what is called learnedhelplessness.

Employees who are repeatedly punished will eventuallybelieve that they are unable to succeed.


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Supervisors must consider individual differences indesigning rewards.

What motivates one person may not motivate another.

Likewise, not all rewards are under the control of thesupervisor.

Organizational policy, labor contracts, and laws may

dictate what an employee may receive.


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Financial Incentives Some supervisors and other managers assume thatthe main thing employees want out of a job ismoney.

Based on the content theories of motivation, it makes senseto say that money motivates people when it meets theirneeds.

When a person has high financial demands and relatively low

income, money may be a motivator. If an individual is financially comfortable, nonfinancial rewards,

such as a sense of accomplishment, are increasingly important.


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Laffer Curve

Time at Work

$


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Incentive Pay Plans Financial Incentives: Payments for meeting or

exceeding objectives.


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Piecework system Piecework System: Payment according to the amountproduced.

This system pays people according to how much theyproduce.

Piecework pay systems are usually

based on an individuals performance, but

may be based on the departments overall performance.

It is often used to pay independent contractors, for example,farm workers and independent writers.


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Production bonus system Employees in a production department may receive abasic wage or salary plus a bonus that consists of apayment for units produced.

This method has been used extensively in manufacturing.

It is less common today.

inconsistent with producing quality because it emphasizesquantity

often includes a quality factor where a bonus is paid on goodunits produced


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Commissions In a sales department, employees may earncommissions.

the payment linked to the amount ofsales completed

Most organizations that pay a commission also pay a basicwage or salary.


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Payments for suggestions In companies with suggestion programs, employeesare paid for suggestions for improvements.

Typically, for the employee to receive payment, thesuggestion must be adopted or save some minimumamount of money.

A common practice is for payment to be linked to thesaving realized.


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Group incentive plans The group incentive plan pays a bonus when the groupas a whole exceeds some objective.

For example, a company may pay a bonus when adepartment, sales region, or other work unit meets salesgoals.

The bonus may also depend on meeting organizationalgoals either by itself or in combination with work unit

goals.


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Gain sharingAn extension of the group incentive plan.

The company encourages employees to participate inmaking suggestions and decisions on how to improve

the way the company or work group operates. As performance improves, employees receive a share of

the greater earnings.

Seeks to motivate through financial rewards and

psychological rewards.


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Pay Information In our society money is considered a private matter,

and most people dont talk about what they earn.

Does secrecy help or hurt?

To motivate employees, the organization must let themknow what they hope to earn.

Organizations often publish pay ranges.


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Making work interesting increases the likelihood ofemployees giving work their full attention andenthusiasm.

Some ways to make work more interesting are

job rotation,

job enlargement, and

job enrichment


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Job rotation

Job rotation involves moving employees from job tojob so as to give them more variety.

Job rotation requires that employees have relatively broad

skills.

This means the supervisor and organization must provide forcross-training or training in the skills required to perform morethan one job.

The opportunity to learn new skills can in itself motivateemployees.


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Job enlargement

Job enlargement means that duties are added to a job.

For example, in a factory a machine operator may begiven the added task of setting up the machine.


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Job enrichment

Job enrichment isthe incorporation of motivatingfactors into a job.

The kinds of factors that are considered to enrich a jobare the ones Herzberg called motivators.

Specific factors include

giving employees more responsibility to make decisions,

more recognition for good performance, and

making jobs more challenging.


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Another way to make work meaningful is to giveemployees some contact with the people who receiveand use their products or services.

Sometimes the supervisor can arrange to have workersvisit the users of the products or services.


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For example, when a user of manufactured products ishaving trouble, a visit from employees may serve twopurposes.

First, employees may be able to help the user of theproduct.

Second, employees will learn and understand moreabout the product from the users point of view.


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The Pygmalion Effect

The Pygmalion effect is the direct relationshipbetween expectations and performance. This is similar to the well-used phrase of self-fulfilling

prophesy. When a supervisor relates the message that he or she does not

expect employees to be able to accomplish a task, it is likely theywont.

However, if the supervisor conveys high expectations, employeesare likely to succeed.


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Providing rewards that are valued is very important.

The content theories of motivation indicate that avariety of rewards may motivate and that not allemployees will value the same rewards at the sametime.


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The supervisors challenge is to determine whatrewards will work for particular employees atparticular times. Although supervisors may not be able to control some

rewards such as wages or benefits,

they have great freedom to administer rewards such as praise andrecognition.

Supervisors may have discretion in job assignments andadditional training opportunities.


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Whatever rewards the supervisor uses, they should berecognized by the employee as linked to performance.

If there is a connection, employees should be aware of it

and understand it.

Linking rewards to the achievement of realisticobjectives is a way to help employees believe they canattain desired rewards.


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If a supervisor is to succeed at motivating, he or shehas to remember that employees will respond invarying ways.

As much as possible the supervisor should respondto individual differences.

Communication with employees is a necessary ingredient inlearning about employees.

Encouraging employees to participate will help the supervisorlearn more about the employee.

People also want to know how they are doing.


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Feedback will provide the employee withinformation to help them move closer toaccomplishing personal, department, and company

goals.

This will also provide the supervisor with anopportunity to praise an employee.

The attention of the supervisor may also bemotivating to the employee whether the feedback ispositive or a corrective action.


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Commissions: Payment linked to the amount ofsales completed.

Commissions may be the only source of pay, such asfor sales personnel who sell real estate, or it may be aportion of an employees pay, such as in a department

store where a small commission is added to wages.

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Motivation Emp