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Employee motivation foundations and practices, explain about motivation, Maslow’s Needs Hierarchy, employee motivation, Expectancy Theory of Motivation,Goal Setting and Feedback,Organizational Justice,Job Design and Empowerment
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Copyright © 2009 by The McGraw-Hill Companies, Inc. All rights reserved.McGraw-Hill/Irwin
Employee Motivation: Foundations and Practices
5-2
Motivation Defined
The forces within a person that affect the direction, intensity, and persistence of voluntary behavior
Exerting particular effort level (intensity), for a certain amount of time (persistence), toward a particular goal (direction).
5-3
Drives and Needs
Drives (aka-primary needs, fundamental needs, innate motives) Neural states that energize individuals to correct
deficiencies or maintain an internal equilibrium Prime movers of behavior by activating emotions
Self-concept, social norms, and past experience
Drives(primary needs)
NeedsDecisions
and Behavior
5-4
Drives and Needs
Needs Goal-directed forces that people experience. Drive-generated emotions directed toward goals Goals formed by self-concept, social norms, and experience
Self-concept, social norms, and past experience
Drives(primary needs)
NeedsDecisions
and Behavior
5-5
Self-Self-actual-actual-izationization
PhysiologicalPhysiological
SafetySafety
BelongingnessBelongingness
EsteemEsteem
Seven categories capture most needs
Five categories placed in a hierarchy
Need toNeed toknowknow
Need for Need for beautybeauty
Maslow’s Needs Hierarchy Theory
5-6
Maslow’s Needs Hierarchy Theory
Lowest unmet need has strongest effect
When lower need is satisfied, next higher need becomes the primary motivator
Self-actualization -- a growth need because people desire more rather than less of it when satisfied
Self-Self-actualactual
--izationization
PhysiologicalPhysiological
SafetySafety
BelongingnessBelongingness
EsteemEsteem
Need toNeed toknowknow
Need for Need for beautybeauty
5-7
Evaluating Maslow’s Theory
Lack of support for theory
Maslow’s needs aren’t as separate as assumed
People progress to different needs
Needs change more rapidly than Maslow stated
Self-Self-actualactual
--izationization
PhysiologicalPhysiological
SafetySafety
BelongingnessBelongingness
EsteemEsteem
Need toNeed toknowknow
Need for Need for beautybeauty
5-8
What Maslow Contributed to Motivation Theory
More holistic integrative view of needs
More humanistic Influence of social dynamics, not just instinct
More positivistic Pay attention to strengths, not just deficiencies
5-9
What’s Wrong with Needs Hierarchy Models?
Wrongly assume that everyone has the same needs hierarchy (i.e. universal)
Instead, likely that each person has a unique needs hierarchy Shaped by our self-concept -- values and social
identity
5-10
Learned Needs Theory
Drives are innate (universal)
Needs are amplified or suppressed through self-concept, social norms, and past experience
Therefore, needs can be “learned” (i.e. strengthened or weakened through training)
5-11
Three Learned Needs
Need for achievement Values competition against a standard of
excellence; Want reasonably challenging goals
Need for affiliation Desire to seek approval, conform to others wishes Avoid conflicts
Need for power Desire to control one’s environment Personalized versus socialized power
5-12
Four-Drive Theory
Drive to BondDrive to Bond
Drive to LearnDrive to Learn
• Drive to form relationships and social commitments• Basis of social identity
• Drive to satisfy curiosity and resolve conflicting information
Drive to DefendDrive to Defend• Need to protect ourselves• Reactive (not proactive) drive• Basis of fight or flight
Drive to AcquireDrive to Acquire• Drive to take/keep objects and experiences• Basis of hierarchy and status
5-13
Features of Four Drives
Innate and hardwired -- everyone has them
Independent of each other (no hierarchy of drives)
Complete set -- no drives are excluded from the model
5-14
How Four Drives Affect Needs
1. Four drives determine which emotions are automatically tagged to incoming information
2. Drives generate independent and often competing emotions that demand our attention
3. Mental skill set uses social norms, personal values, and experience to translate competing drives into needs and effort
5-15
Four Drive Theory of Motivation
Mental skill set uses social norms, personal values, and experience to translate competing drives into needs and effort
Drive to Acquire
Social norms
Drive to Bond
Drive to Learn
Drive to Defend
Personal
values
Past experience
Mental skill set resolves competing drive demandsMental skill set resolves
competing drive demandsGoal-directed
choice and effortGoal-directed
choice and effort
5-16
Implications of Four Drive Theory
Provide a balanced opportunity for employees to fulfill all four drives1. employees continually seek fulfillment of
drives
2. avoid having conditions support one drive over others
Copyright © 2009 by The McGraw-Hill Companies, Inc. All rights reserved.McGraw-Hill/Irwin
Expectancy Theory of Motivation
Employee Motivation: Foundations and Practices
Employee Motivation: Foundations and Practices
5-18
E-to-PExpectancy
P-to-OExpectancy
Outcomes& Valences
Outcome 1Outcome 1+ or -+ or -
EffortEffort PerformancePerformance
Outcome 3Outcome 3+ or -+ or -
Outcome 2Outcome 2+ or -+ or -
Expectancy Theory of Motivation
5-19
Increasing E-to-P-to-O Expectancies
Increasing E-to-P Expectancies Assuring employees they have competencies Person-job matching Provide role clarification and sufficient resources Behavioral modeling
Increading P-to-O Expectancies Measure performance accurately More rewards for good performance Explain how rewards are linked to performance
5-20
Increasing Outcome Valences
Ensure that rewards are valued
Individualize rewards
Minimize countervalent outcomes
Copyright © 2009 by The McGraw-Hill Companies, Inc. All rights reserved.McGraw-Hill/Irwin
Goal Setting and Feedback
Employee Motivation: Foundations and Practices
Employee Motivation: Foundations and Practices
5-22
Effective Goal Setting
The process of motivating employees and clarifying their role perceptions by establishing performance objectives
Effective goals are: Specific Relevant Challenging Commitment Participation (sometimes) Feedback
5-23
Characteristics of Effective Feedback
EffectiveFeedbackEffective
Feedback
SpecificSpecificSpecificSpecific
RelevantRelevantRelevantRelevant
TimelyTimelyTimelyTimely
CredibleCredible
SufficientlySufficientlyfrequentfrequent
SufficientlySufficientlyfrequentfrequent
5-24
Evaluating Goal Setting and Feedback
Goal setting is one of the most respected theories in terms of validity and usefulness
Goal setting/feedback limitations: Focuses employees on measurable performance Tied to pay - employees motivated to set easy
goals Goal setting interferes with learning process in
new, complex jobs
Copyright © 2009 by The McGraw-Hill Companies, Inc. All rights reserved.McGraw-Hill/Irwin
Organizational Justice
Employee Motivation: Foundations and Practices
Employee Motivation: Foundations and Practices
5-26
Elements of Equity Theory
Outcome/input ratio inputs -- what employee contributes (e.g., skill) outcomes -- what employee receives (e.g., pay)
Comparison other person/people against whom we compare our
ratio not easily identifiable
Equity evaluation compare outcome/input ratio with the
comparison other
5-27
Correcting Inequity Feelings
Reduce our inputs Less organizational citizenship
Increase our outcomes Ask for pay increase
Increase other’s inputs Ask coworker to work harder
Reduce other’s outputsAsk boss to stop giving other preferred treatment
Change our perceptionsStart thinking that other’s perks aren’t really so valuable
Change comparison otherCompare self to someone closer to your situation
Leave the field Quit job
Actions to correct inequity Example
5-28
Procedural Justice
Perceived fairness of procedures used to decide the distribution of resources
Higher procedural fairness with: Voice Unbiased decision maker Decision based on all information Existing policies consistently Decision maker listened to all sides Those who complain are treated respectfully Those who complain are given full explanation
Copyright © 2009 by The McGraw-Hill Companies, Inc. All rights reserved.McGraw-Hill/Irwin
Job Design and Empowerment
Employee Motivation: Foundations and Practices
Employee Motivation: Foundations and Practices
5-30
Job Design
Assigning tasks to a job, including the interdependency of those tasks with other jobs
Organization's goal -- to create jobs that allow work to be performed efficiently yet employees are motivated and engaged
5-31
Job Specialization
Dividing work into separate jobs that include a subset of the tasks required to complete the product or service
Scientific management advocates job specialization also emphasized person-job matching, training,
goal setting, work incentives
5-32
AdvantagesAdvantages DisadvantagesDisadvantages
Evaluating Job Specialization
Less time changing activities
Lower training costs
Job mastered quickly
Better person-job matching
Job boredom
Higher absenteeism/turnover
Lower work quality
Lower motivation
5-33
WorkWorkmotivationmotivation
GrowthGrowthsatisfactionsatisfaction
GeneralGeneralsatisfactionsatisfaction
WorkWorkeffectivenesseffectiveness
Job Characteristics Model
FeedbackFeedbackfrom jobfrom job
KnowledgeKnowledgeof resultsof results
Skill varietySkill variety
Task identityTask identity
Task significanceTask significanceMeaningfulnessMeaningfulness
AutonomyAutonomy ResponsibilityResponsibility
IndividualIndividualdifferencesdifferences
CriticalCriticalPsychologicalPsychological
StatesStates
Core JobCharacteristics OutcomesOutcomes
5-34
Job Enrichment
Given more responsibility for scheduling, coordinating, and planning one’s own work
1. Clustering tasks into natural groups Stitching highly interdependent tasks into one job e.g., video journalist, assembling entire product
2. Establishing client relationships Directly responsible for specific clients Communicate directly with those clients
5-35
Dimensions of Empowerment
MeaningMeaning
CompetenceCompetence
Employees believe their work is important
Employees have feelings of self-efficacy
ImpactImpactEmployees feel their actions influence success
Self-Self-determinationdetermination
Employees feel they have freedom and discretion
5-36
Supporting Empowerment
Individual factors Possess required competencies, able to perform
the work
Job design factors Autonomy, task identity, task significance, job
feedback
Organizational factors Resources, learning orientation, trust