Part 1: Individual Behavior
© 2016 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized
for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded,
distributed, or posted on a website, in whole or part.
1
MAKING OB WORK FOR ME
What is OB and Why Is It Important?
1.1 The Value of OB to My Job and Career
1.2 Human and Social Capital
1.3 Right vs. Wrong – Ethics and My Performance
1.4 Applying OB to Solve Problems
1.5 Structure and Rigor in Solving Problems
1.6 The Integrative Framework for Understanding and Applying OB
Chapter 1 | Slide 2
The Value of OB to My Job and Career
What is OB?
• An interdisciplinary field dedicated to
understanding and managing people at work
Chapter 1 | Slide 3
The Value of OB to My Job and Career
OB is based on a contingency perspective
• Best course of action depends on the interplay of
person and environment factors
Chapter 1 | Slide 4
The Value of OB to My Job and Career
OB attempts to overcome limits of using
common sense
• Does not settle for traditional options if another
solution is better
• Based on systematic science-based approach which
makes users more attractive to potential employers
and more effective employees
Chapter 1 | Slide 5
The Value of OB to My Job and Career
Skills most desired by employers are soft skills
that can be obtained through the study of OB
Personal
Attributes
Interpersonal
Skills
• Attitude
• Personality
• Teamwork
• Leadership
• Active listening
• Positive attitudes
• Effective communication
Chapter 1 | Slide 6
The Value of OB to My Job and Career
What criteria determine which applicant is
hired?
•
Technical skills
–
•
Nuts and bolts of doing a job
Ability to get the job done
Based on job or function
specific knowledge
Chapter 1 | Slide 7
The Value of OB to My Job and Career
What criteria determine which employee is
promoted?
• Ability to manage people
• Strong team skills
• Ability to build and manage relationships
Learned from
knowledge of OB
Chapter 1 | Slide 8
Test Your OB Knowledge
The contingency approach to OB calls for all of
the following EXCEPT:
A.
B.
C.
D.
E.
Relying on one best way to manage situations
Using OB concepts and tools as situationally appropriate
Using a pragmatic approach
Not relying on simple common sense
Being systematic and scientific
Chapter 1 | Slide 9
Human and Social Capital
What is human capital?
• Productive potential of an individual’s:
Skills
Knowledge
Experiences
Chapter 1 | Slide 10
Human and Social Capital
What is social capital?
• Productive potential resulting from
Relationships
Trust
Goodwill
Cooperative
Effort
Chapter 1 | Slide 11
Test Your OB Knowledge
Employers that invest in employees’ human
capital may realize all of these benefits EXCEPT:
A. Lower employee turnover
B. Improved financial outcomes
C. The potential to give an organization a competitive
advantage
D. Increased skills and knowledge
E. Employees having more friends and better relationships
at work
Chapter 1 | Slide 12
Right vs. Wrong –
Ethics and My Performance
Ethics is important
• Employees are confronted with ethical
challenges throughout their careers
• Unethical behavior damages relationships
making it difficult to conduct business
• Unethical behavior reduces cooperation,
loyalty, and performance
Chapter 1 | Slide 13
Right vs. Wrong –
Ethics and My Performance
Unethical Does Not Mean Illegal…
•
•
Very few unethical acts are illegal
Can’t rely on the legal system to assure
conduct at work is ethical
Chapter 1 | Slide 14
Right vs. Wrong –
Ethics and My Performance
Ethical Dilemmas…No Perfect Solution
•
•
Not always a pure choice between right and wrong
Places people in an uncomfortable position
Chapter 1 | Slide 15
Right vs. Wrong –
Ethics and My Performance
What Causes Unethical Behavior?
Ill-Conceived Goals
Motivated
Blindness
Indirect Blindness
The Slippery Slope
Overvaluing
Outcomes
One’s Personal
Motivation to
Perform
Pressure from a
Supervisor
Reward Systems
that Incentivize
Bad Behavior
Employees
Perception of No
Consequences for
Crossing the Line
Chapter 1 | Slide 16
Right vs. Wrong –
Ethics and My Performance
What Can be Done About Unethical Behavior?
Chapter 1 | Slide 17
Test Your OB Knowledge
Which of the following statement about ethics
is NOT true?
A. Ethical dilemmas occur when neither of two choices
ethically resolves a situation.
B. Most people working in organizations are good people
with good intentions.
C. If something is unethical it is also illegal.
D. Our conduct is shaped by our environment.
E. Reward systems can cause unethical behavior.
Chapter 1 | Slide 18
Applying OB to Solve Problems
What is a Problem?
•
•
A difference or gap
between an actual and
desired situation
Arises when goals are
not being met
Use problem solving
to fill these gaps
Chapter 1 | Slide 19
Applying OB to Solve Problems
Problem Solving – A Three-Stop Approach
•
•
•
Stop 1: Define The Problem
Stop 2: Identify OB Concepts to Solve the Problem
Stop 3: Make Recommendations and Take Action
Chapter 1 | Slide 20
Test Your OB Knowledge
Which one of these is NOT true about defining
a problem?
A. Managers usually do not spend enough time on defining
the problem.
B. It is advisable to skip this stop and proceed to making
recommendations.
C. After defining the problem, OB concepts or theories can
be used to solve the problem.
D. People often make assumptions.
E. Once problems are defined, OB knowledge can produce
better performance for an organization.
Chapter 1 | Slide 21
Structure and Rigor in Solving Problems
The Person-Environment Distinction
•
•
Person factors
Environmental characteristics
Chapter 1 | Slide 22
Structure and Rigor in Solving Problems
Which Influences Behavior More – Person or
Environmental Factors?
Interactional
Perspective
Person
Environmental
Behavior is a function
of interdependent
person and
environmental factors
Chapter 1 | Slide 23
Structure and Rigor in Solving Problems
People and Environments are Dynamic
People
Change
Situations
Change
They Both
Change Each
Other
Chapter 1 | Slide 24
Structure and Rigor in Solving Problems
Levels
Individual
Group/Team
Organization
Chapter 1 | Slide 25
Test Your OB Knowledge
Which of the following is more important when
using OB to solve problems?
A. Person factors
B. The interdependence of person factors and
environmental characteristics
C. Environmental characteristics
D. The interdependence of person factors and changes on
a group/team level
E. The independence of person factors and environmental
characteristics
Chapter 1 | Slide 26
The Integrative Framework for
Understanding and Applying OB
Integrated Framework Uses a Systems Approach
– Inputs, Processes, and Outcomes
Chapter 1 | Slide 27
The Integrative Framework for
Understanding and Applying OB
Using the Integrative Framework for Problem
Solving – Selecting a Solution
• Select the most effective solution considering:
―
―
―
―
Selection criteria
Consequences
Choice process
Necessary resources
Chapter 1 | Slide 28
Test Your OB Knowledge
The integrative framework for understanding
and applying OB is based upon:
A. A systems approach
B. Using person and environmental factors as inputs
C. Processes including individual level, group/team level,
and organizational level
D. Outcomes organized into individual level, group/team
level, and organizational level
E. All of the above
Chapter 1 | Slide 29
Part 1: Individual Behavior
© 2016 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized
for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded,
distributed, or posted on a website, in whole or part.
Part 1: Individual Behavior
© 2016 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized
for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded,
distributed, or posted on a website, in whole or part.
1
MAKING OB WORK FOR ME
What is OB and Why Is It Important?
1.1 The Value of OB to My Job and Career
1.2 Human and Social Capital
1.3 Right vs. Wrong – Ethics and My Performance
1.4 Applying OB to Solve Problems
1.5 Structure and Rigor in Solving Problems
1.6 The Integrative Framework for Understanding and Applying OB
Chapter 1 | Slide 2
The Value of OB to My Job and Career
What is OB?
• An interdisciplinary field dedicated to
understanding and managing people at work
Chapter 1 | Slide 3
The Value of OB to My Job and Career
OB is based on a contingency perspective
• Best course of action depends on the interplay of
person and environment factors
Chapter 1 | Slide 4
The Value of OB to My Job and Career
OB attempts to overcome limits of using
common sense
• Does not settle for traditional options if another
solution is better
• Based on systematic science-based approach which
makes users more attractive to potential employers
and more effective employees
Chapter 1 | Slide 5
The Value of OB to My Job and Career
Skills most desired by employers are soft skills
that can be obtained through the study of OB
Personal
Attributes
Interpersonal
Skills
• Attitude
• Personality
• Teamwork
• Leadership
• Active listening
• Positive attitudes
• Effective communication
Chapter 1 | Slide 6
The Value of OB to My Job and Career
What criteria determine which applicant is
hired?
•
Technical skills
–
•
Nuts and bolts of doing a job
Ability to get the job done
Based on job or function
specific knowledge
Chapter 1 | Slide 7
The Value of OB to My Job and Career
What criteria determine which employee is
promoted?
• Ability to manage people
• Strong team skills
• Ability to build and manage relationships
Learned from
knowledge of OB
Chapter 1 | Slide 8
Test Your OB Knowledge
The contingency approach to OB calls for all of
the following EXCEPT:
A.
B.
C.
D.
E.
Relying on one best way to manage situations
Using OB concepts and tools as situationally appropriate
Using a pragmatic approach
Not relying on simple common sense
Being systematic and scientific
Chapter 1 | Slide 9
Human and Social Capital
What is human capital?
• Productive potential of an individual’s:
Skills
Knowledge
Experiences
Chapter 1 | Slide 10
Human and Social Capital
What is social capital?
• Productive potential resulting from
Relationships
Trust
Goodwill
Cooperative
Effort
Chapter 1 | Slide 11
Test Your OB Knowledge
Employers that invest in employees’ human
capital may realize all of these benefits EXCEPT:
A. Lower employee turnover
B. Improved financial outcomes
C. The potential to give an organization a competitive
advantage
D. Increased skills and knowledge
E. Employees having more friends and better relationships
at work
Chapter 1 | Slide 12
Right vs. Wrong –
Ethics and My Performance
Ethics is important
• Employees are confronted with ethical
challenges throughout their careers
• Unethical behavior damages relationships
making it difficult to conduct business
• Unethical behavior reduces cooperation,
loyalty, and performance
Chapter 1 | Slide 13
Right vs. Wrong –
Ethics and My Performance
Unethical Does Not Mean Illegal…
•
•
Very few unethical acts are illegal
Can’t rely on the legal system to assure
conduct at work is ethical
Chapter 1 | Slide 14
Right vs. Wrong –
Ethics and My Performance
Ethical Dilemmas…No Perfect Solution
•
•
Not always a pure choice between right and wrong
Places people in an uncomfortable position
Chapter 1 | Slide 15
Right vs. Wrong –
Ethics and My Performance
What Causes Unethical Behavior?
Ill-Conceived Goals
Motivated
Blindness
Indirect Blindness
The Slippery Slope
Overvaluing
Outcomes
One’s Personal
Motivation to
Perform
Pressure from a
Supervisor
Reward Systems
that Incentivize
Bad Behavior
Employees
Perception of No
Consequences for
Crossing the Line
Chapter 1 | Slide 16
Right vs. Wrong –
Ethics and My Performance
What Can be Done About Unethical Behavior?
Chapter 1 | Slide 17
Test Your OB Knowledge
Which of the following statement about ethics
is NOT true?
A. Ethical dilemmas occur when neither of two choices
ethically resolves a situation.
B. Most people working in organizations are good people
with good intentions.
C. If something is unethical it is also illegal.
D. Our conduct is shaped by our environment.
E. Reward systems can cause unethical behavior.
Chapter 1 | Slide 18
Applying OB to Solve Problems
What is a Problem?
•
•
A difference or gap
between an actual and
desired situation
Arises when goals are
not being met
Use problem solving
to fill these gaps
Chapter 1 | Slide 19
Applying OB to Solve Problems
Problem Solving – A Three-Stop Approach
•
•
•
Stop 1: Define The Problem
Stop 2: Identify OB Concepts to Solve the Problem
Stop 3: Make Recommendations and Take Action
Chapter 1 | Slide 20
Test Your OB Knowledge
Which one of these is NOT true about defining
a problem?
A. Managers usually do not spend enough time on defining
the problem.
B. It is advisable to skip this stop and proceed to making
recommendations.
C. After defining the problem, OB concepts or theories can
be used to solve the problem.
D. People often make assumptions.
E. Once problems are defined, OB knowledge can produce
better performance for an organization.
Chapter 1 | Slide 21
Structure and Rigor in Solving Problems
The Person-Environment Distinction
•
•
Person factors
Environmental characteristics
Chapter 1 | Slide 22
Structure and Rigor in Solving Problems
Which Influences Behavior More – Person or
Environmental Factors?
Interactional
Perspective
Person
Environmental
Behavior is a function
of interdependent
person and
environmental factors
Chapter 1 | Slide 23
Structure and Rigor in Solving Problems
People and Environments are Dynamic
People
Change
Situations
Change
They Both
Change Each
Other
Chapter 1 | Slide 24
Structure and Rigor in Solving Problems
Levels
Individual
Group/Team
Organization
Chapter 1 | Slide 25
Test Your OB Knowledge
Which of the following is more important when
using OB to solve problems?
A. Person factors
B. The interdependence of person factors and
environmental characteristics
C. Environmental characteristics
D. The interdependence of person factors and changes on
a group/team level
E. The independence of person factors and environmental
characteristics
Chapter 1 | Slide 26
The Integrative Framework for
Understanding and Applying OB
Integrated Framework Uses a Systems Approach
– Inputs, Processes, and Outcomes
Chapter 1 | Slide 27
The Integrative Framework for
Understanding and Applying OB
Using the Integrative Framework for Problem
Solving – Selecting a Solution
• Select the most effective solution considering:
―
―
―
―
Selection criteria
Consequences
Choice process
Necessary resources
Chapter 1 | Slide 28
Test Your OB Knowledge
The integrative framework for understanding
and applying OB is based upon:
A. A systems approach
B. Using person and environmental factors as inputs
C. Processes including individual level, group/team level,
and organizational level
D. Outcomes organized into individual level, group/team
level, and organizational level
E. All of the above
Chapter 1 | Slide 29
Part 1: Individual Behavior
© 2016 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized
for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded,
distributed, or posted on a website, in whole or part.
Part 1: Individual Behavior
© 2016 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized
for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded,
distributed, or posted on a website, in whole or part.
3
INDIVIDUAL DIFFERENCES AND EMOTIONS
How Does Who I Am Affect My
Performance?
3.1 The Differences Matter
3.2 Intelligences: There is More to the Story Than IQ
3.3 Personality, OB, and My Effectiveness
3.4 Core Self-Evaluations: How My Self-Esteem, Self-Efficacy, Locus of
Control, and Emotional Stability Affect My Performance
3.5 The Value of Being Emotionally Intelligent
3.6 Understand Emotions to Influence Performance
3.7 Practice, Luck, and Success
Chapter 3 | Slide 2
The Differences Matter
What Are Individual Differences (IDs)?
• Broad category used to collectively describe
the vast number of attributes that describe a
person
Chapter 3 | Slide 3
The Differences Matter
Applying Knowledge about IDs
• Some differences are relatively stable over time and
across situations and are difficult to change
• Other differences are relatively flexible
Chapter 3 | Slide 4
The Differences Matter
Implications of IDs for Managers
• Managers have little or no impact on fixed IDs:
– Intelligence
– Personality
• Managers can help employees manage:
– Attitudes
– Emotions
• Managers have more influence on relatively flexible IDs
that influence individual-level work outcomes:
– Performance
– Job satisfaction
Chapter 3 | Slide 5
Test Your OB Knowledge
Maria is a manager for Greens and Grits. Maria would
like to improve job satisfaction for her employees.
She can accomplish this by implementing different
policies dealing with:
A.
B.
C.
D.
E.
Personality
Intelligence
Cognitive ability
Emotions and attitudes
All of the above
Chapter 3 | Slide 6
Intelligence:
There is More to the Story than IQ
What is Intelligence?
• An individual’s capacity for:
– Constructive thinking
– Reasoning
– Problem solving
Chapter 3 | Slide 7
Intelligence:
There is More to the Story than IQ
Intelligence Matters…
Intelligence is not purely genetic
Intelligence can be altered or modified
Intellectual development can be damaged by organic
factors (drugs, alcohol, poor nutrition)
A steady rise in average intelligence has been observed
over the last 70 years
Chapter 3 | Slide 8
Intelligence:
There is More to the Story than IQ
Multiple Intelligences (MI)
•
•
•
•
•
•
•
•
Linguistic
Logical-Mathematical
Musical
Bodily-Kinesthetic
Spatial
Interpersonal
Intrapersonal
Naturalist
Chapter 3 | Slide 9
Intelligence:
There is More to the Story than IQ
Practical Intelligence
• The ability to solve everyday problems by utilizing
knowledge gained from experience in order to
purposefully adapt to, shape, and select environments
Chapter 3 | Slide 10
Intelligence:
There is More to the Story than IQ
Implications for Managers
• Identify Intelligences Relevant to the Job
– Select Individuals
– Place Individuals
– Develop Individuals
Chapter 3 | Slide 11
Test Your OB Knowledge
George does not score particularly well on standard IQ
tests yet he has a unique ability to deal with complex
interpersonal situations. What would explain this
phenomenon?
A.
B.
C.
D.
E.
Practical Intelligence
Multiple Intelligences
Reasoning ability
Emotions and attitude
All of the above
Chapter 3 | Slide 12
Personality, OB, and My Effectiveness
What is Personality?
• Combination of stable physical, behavioral, and
mental characteristics that give individuals their
unique identities
• Product of interacting genetic and environmental
influences
Chapter 3 | Slide 13
Personality, OB, and My Effectiveness
• Big Five Personality Dimensions
•
•
•
•
•
Extraversion
Agreeableness
Conscientiousness
Emotional Stability
Openness to Experience
Chapter 3 | Slide 14
Personality, OB, and My Effectiveness
What is a Proactive Personality?
• Someone who is relatively unconstrained by
situational forces and who affects environmental
change
•
•
•
•
Identifies Opportunities
Acts on Opportunities
Takes Action
Perseveres Until
Meaningful Change Occurs
Chapter 3 | Slide 15
Personality, OB, and My Effectiveness
Proactive Managers and Employees
Proactive
Manager
Proactive
Employee
Increased
Level of Job
Performance,
Satisfaction,
and
Commitment
Chapter 3 | Slide 16
Personality, OB, and My Effectiveness
Personality Traits and Performance
• Conscientiousness has the strongest effect on job
performance and job satisfaction
• Extraversion is a stronger predictor of job
performance than agreeableness
• Employees with proactive personalities are more likely
to be engaged
Chapter 3 | Slide 17
Personality, OB, and My Effectiveness
Personality Testing in the Workplace
• Personality testing is commonplace
• The typical personality test is not a valid predictor of
job success due to:
― Test takers do not describe themselves accurately
― Tests are bought off the shelf and given by untrained
employees
― Personality tests are meant to measure personality, not
what individual differences are needed to perform a
particular job
Chapter 3 | Slide 18
Test Your OB Knowledge
Martha would like to hire employees who will be
strong performers in her organization. Which of the
Big Five personality dimensions should she try to
make sure the new employees score high on?
A.
B.
C.
D.
E.
Extraversion
Agreeableness
Conscientiousness
Emotional Stability
Openness to Experience
Chapter 3 | Slide 19
Core Self-Evaluations:
How My Self-Efficacy, Self-Esteem, Locus of Control, and
Emotional Stability Affect My Performance
What are Core Self-Evaluations (CSEs)?
• A broad personality trait comprised of four narrow
and positive individual traits:
–
–
–
–
Generalized self-efficacy
Self esteem
Locus of control
Emotional stability
Chapter 3 | Slide 20
Core Self-Evaluations:
How My Self-Efficacy, Self-Esteem, Locus of Control, and
Emotional Stability Affect My Performance
What is Self-Efficacy?
• A person’s belief about his or her chances of
successfully accomplishing a specific task
• Self-efficacy can be developed
Chapter 3 | Slide 21
Core Self-Evaluations:
How My Self-Efficacy, Self-Esteem, Locus of Control, and
Emotional Stability Affect My Performance
Mechanisms of Self-Efficacy
Chapter 3 | Slide 22
Core Self-Evaluations:
How My Self-Efficacy, Self-Esteem, Locus of Control, and
Emotional Stability Affect My Performance
What is Self-Esteem?
• General belief about self-worth
Personal Achievement
and Praise Raise SelfEsteem
Prolonged
Unemployment and
Destructive Feedback
Lower Self-Esteem
Chapter 3 | Slide 23
Core Self-Evaluations:
How My Self-Efficacy, Self-Esteem, Locus of Control, and
Emotional Stability Affect My Performance
Practical Considerations Regarding Self-Esteem
• Deemphasize Self-Esteem When Doing
Business in Collectivist Cultures
• Self-Esteem Remains Fairly Stable Over the
Course of a Person’s Life
• Differences Between Men and Women are
Small
Chapter 3 | Slide 24
Core Self-Evaluations:
How My Self-Efficacy, Self-Esteem, Locus of Control, and
Emotional Stability Affect My Performance
What is Locus of Control?
• Relatively stable personality characteristic that
describes how much personal responsibility
someone takes for their behavior and its
consequences
Chapter 3 | Slide 25
Core Self-Evaluations:
How My Self-Efficacy, Self-Esteem, Locus of Control, and
Emotional Stability Affect My Performance
Locus of Control – Internal or External?
Why Does
Everything
Happen To Me?
I Make Things
Happen
Look What I Can
Do!
Internal
Locus of
Control
I Can Determine
My Future
You Make Things Happen
External
Locus of
Control
Why Bother?
There is Nothing
I Can Do About
My Future
Things Happen To You
Chapter 3 | Slide 26
Core Self-Evaluations:
How My Self-Efficacy, Self-Esteem, Locus of Control, and
Emotional Stability Affect My Performance
What is Emotional Stability?
Individuals
With High
Levels of
Emotional
Stability
Tend to be
Relaxed,
Secure,
Unworried,
Less Likely to
Experience
Negative
Emotions
Under Pressure
Have Higher
Job
Performance,
More OCB,
Fewer CWBs
Chapter 3 | Slide 27
Core Self-Evaluations:
How My Self-Efficacy, Self-Esteem, Locus of Control, and
Emotional Stability Affect My Performance
Practical Considerations Regarding CSEs
• Is more always better?
– Effect on OCBs – as emotional stability increases OCBs
decline
– Effect on CWBs – there is a tipping point when stress
becomes too much and emotional stability does not protect
employees from committing CWBs
– Emotional stability is an asset but it only goes so far
• The whole of CSE is greater than its parts
• CSEs can be used for:
– Employee selection
– Training
Chapter 3 | Slide 28
Test Your OB Knowledge
Joe was terminated from his job and believed the
reason was his boss did not like him and his hard work
was not appreciated. Joe likely has:
A.
B.
C.
D.
E.
High emotional stability
An internal locus of control
Low self-efficacy
An external locus of control
Low self-esteem
Chapter 3 | Slide 29
The Value of Being Emotionally Intelligent
What is Emotional Intelligence (EI)?
• Ability to monitor one’s own emotions and those of
others, to discriminate among them, and to use this
information to guide one’s thinking and actions
Chapter 3 | Slide 30
The Value of Being Emotionally Intelligent
Key Components of Emotional Intelligence (EI)
Personal
Competence
• SelfAwareness
• SelfManagement
Social
Competence
• Social
Awareness
• Relationship
Management
Benefits/Drawbacks of EI:
• Better Social
Relationships
• Better Well-Being
• Increased Satisfaction
• No Clear Link to
Improved Job
Performance
• Research Remains
Unclear
Chapter 3 | Slide 31
Understand Emotions to Influence Performance
What are Emotions?
• Complex, relatively brief responses aimed at a
particular target:
–
–
–
–
–
Person
Information
Experience
Event
Nonevent
• Emotions change psychological and /or physiological
states
Chapter 3 | Slide 32
Understand Emotions to Influence Performance
Emotions as Reactions to Goal Achievement
Positive
Negative
Mixed
Chapter 3 | Slide 33
Understand Emotions to Influence Performance
Past Vs. Future Characteristic of Emotions
Anger
• People are angry about what happened or
did not happen in the past
• Anger is a “backward-looking” or
retrospective emotion
Fear
• People are afraid of things that might
happen in the future
• Fear is a “forward-looking” or prospective
emotion
Knowing this, managers can guide
their own actions as to how they
communicate with employees
knowing their reactions to events
Chapter 3 | Slide 34
Understand Emotions to Influence Performance
Managing Negative Emotions at Work
• Organizations have emotion display norms, or rules
that dictate which types of emotions are expected
and appropriate for their members to show
Chapter 3 | Slide 35
Test Your OB Knowledge
Liu has a goal to work hard and eventually apply for a
promotion at the Great Grain Company. Liu is most
likely to exhibit positive emotions if:
A.
B.
C.
D.
E.
The emotions are congruent with his goal
He has emotional intelligence
The emotions are incongruent with his goal
He feels inadequate
He had a bad experience being promoted at his former
company
Chapter 3 | Slide 36
Practice, Luck, and Success
Why is Practice and Luck Important?
• People have far more control over the things they
do than over who they are
• Deliberate practice and luck have role in an
individual’s success
Chapter 3 | Slide 37
Practice, Luck, and Success
Deliberate Practice and Success
• Deliberate practice is a demanding, repetitive, and
assisted program to improve one’s performance
• Research shows to be successful one must practice
about 10,000 hours
Chapter 3 | Slide 38
Practice, Luck, and Success
Is it Better to Be Lucky or Good?
There is a Third
Choice …Both
• Be Active and
Involved
• Listen to Your
Hunches About Luck
• Expect to be Lucky no
Matter How Bad the
Situation
• Turn Your Bad Luck
Into Good Fortune
Chapter 3 | Slide 39
Test Your OB Knowledge
Jessica would like to be a best-selling author. She
studied OB and knows this will take at least 10,000
hours of deliberate practice. Jessica should do all of
the following EXCEPT:
A.
B.
C.
D.
E.
Identify aspects of performance that need improvement
Get a coach to receive feedback
Study other writers and their works
Take breaks to maintain concentration
Only practice as long as it remains fun
Chapter 3 | Slide 40
3
Integrative Framework for
Understanding and Applying OB
Chapter 3 | Slide 41
Part 1: Individual Behavior
© 2016 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized
for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded,
distributed, or posted on a website, in whole or part.
Part 1: Individual Behavior
© 2016 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized
for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded,
distributed, or posted on a website, in whole or part.
4
SOCIAL PERCEPTION AND MANAGING
DIVERSITY
Why Are These Topics Essential for Success?
4.1 A Social Information Processing Model of Perception
4.2 Stereotypes
4.3 Causal Attributions
4.4 Defining and Managing Diversity
4.5 Building the Business Case for Managing Diversity
4.6 Barriers and Challenges to Managing Diversity
4.7 Organizational Practices Used to Effectively Manage Diversity
Chapter 4 | Slide 2
A Social Information Processing
Model of Perception
What is Perception?
• A cognitive process that enables us to interpret and
understand our surroundings
• OB is concerned with social perception
• Important in OB because perception affects actions
and decisions
Chapter 4 | Slide 3
A Social Information Processing
Model of Perception
Perceptual Errors Can Be Avoided by
Understanding the Process that Guides Perception
Chapter 4 | Slide 4
A Social Information Processing
Model of Perception
Stage 1: Selective Attention/Comprehension
• Attention is the process of becoming consciously
aware of something or someone
• People pay attention to salient stimuli:
– Something that stands out from its context
Chapter 4 | Slide 5
A Social Information Processing
Model of Perception
Stage 2: Encoding and Simplification
• Encoding:
– To interpret and evaluate the environment using schemata
and cognitive categories
– Encoding and schemata help to organize and remember
information
• Simplification:
– Relying on encoding helps us to simplify what might be a
bewildering range of inputs
– Encoding and schemata make the world more manageable
Chapter 4 | Slide 6
A Social Information Processing
Model of Perception
Stage 3: Storage and Retention
• Event Memory
• Semantic Memory
• Person Memory
Chapter 4 | Slide 7
A Social Information Processing
Model of Perception
Stage 4: Retrieval and Response
• Information is retrieved from memory to make
judgments and decisions
― Draw on, interpret, and integrate categorical information
stored in long-term memory
― Retrieve a summary judgment that was already made
Chapter 4 | Slide 8
A Social Information Processing
Model of Perception
Managerial Implications
Hiring
•
•
•
•
The existence of implicit cognition may lead to biased decisions
Managers can be trained to understand and reduce the bias
Bias can be reduced by the use of structured interviews
Use of virtual interviews
Performance Appraisal
• Faulty schema about good vs. poor performance leads to inaccurate
appraisals and erodes morale
• Managers must accurately identify and communicate behavioral
characteristics to employees
• Managers need a mechanism for remembering behavior
Leadership
• Employees’ evaluation of leader effectiveness are influenced by their
schemata of good and poor leaders
Chapter 4 | Slide 9
Test Your OB Knowledge
Steven wants to be sure there is no implicit cognition
creating bias in his company’s interviewing process.
The best course of action is:
A.
B.
C.
D.
E.
To train all interviewers in the interview process
To have more than one interviewer conducting interviews
To conduct the interviews virtually
To use a structured interview approach
All of the above
Chapter 4 | Slide 10
Stereotypes
What is a Stereotype?
• An individual’s set of beliefs about the characteristics
or attributes of a group
• May or may not be accurate
• Can lead to poor decisions
• Can create barriers for:
–
–
–
–
Women
Older individuals
People of color
People with disabilities
Chapter 4 | Slide 11
Stereotypes
Stereotype Formation and Maintenance
Categorization
Inferences
Maintenance
Expectations
It takes accurate information and motivation
to reduce the use of stereotypes
Chapter 4 | Slide 12
Stereotypes
Managerial Challenges and Recommendations
• Educate people about stereotypes and how they
influence behavior and decision making
• Create opportunities for diverse employees to meet
and work with others
• Encourage all employees to increase their awareness
Chapter 4 | Slide 13
Test Your OB Knowledge
All of the following are accurate about stereotypes
EXCEPT:
A. Stereotypes can lead to poor decisions
B. All stereotypes are negative
C. Stereotypes are used during the encoding process of
perception
D. Quality interpersonal contact among mixed groups may
reduce the use of stereotypes
E. Some people have negative stereotypes about older
individuals
Chapter 4 | Slide 14
Causal Attributions
What are Causal Attributions?
• Suspected or inferred causes of behavior
• Important because the attributions affect
organizational behavior
Chapter 4 | Slide 15
Causal Attributions
Kelley’s Model of Attribution
• Based on Heider’s theory that behavior can be
attributed either to internal factors within a person or
external factors within the environment
• People make causal attributions by observing three
dimensions of behavior:
– Consensus
– Distinctiveness
– Consistency
Can be high or low
Chapter 4 | Slide 16
Causal Attributions
How Does Consensus, Distinctiveness, and
Consistency Lead to Specific Attributions?
• People attribute behavior to either internal causes or
external causes based on ranking of consensus,
distinctiveness, and consistency
Attribution
Consensus
(People)
Distinctiveness
(Tasks)
Consistency
(Time)
Internal
Low
Low
High
External
High
High
Low
Chapter 4 | Slide 17
Causal Attributions
Attributional Tendencies
Fundamental attribution bias:
― One’s tendency to attribute another person’s behavior to his
or her personal characteristics, as opposed to situational
factors
Self-serving bias:
― One’s tendency to take more personal responsibility for
success than for failure
Chapter 4 | Slide 18
Causal Attributions
Managerial Application and Implications
We tend to disproportionately attribute behavior to
internal causes
Other attributional biases may lead managers to take
inappropriate actions
Attributional training sessions can help
An employee’s attributions for his or her own
performance have dramatic effects on subsequent
motivation, performance, and personal attitudes
Chapter 4 | Slide 19
Test Your OB Knowledge
Megan was hurt at work. Megan’s manager
concluded that Megan was careless and clumsy.
Megan’s manager may have committed an error
called:
A.
B.
C.
D.
E.
Fundamental attribution error
Ultimate perception error
Stereotyping error
Self-serving bias error
Internal cognition error
Chapter 4 | Slide 20
Defining and Managing Diversity
What is Diversity?
• Represents the multitude of individual differences
and similarities that exist among people
• Study of demographics helps us to best appreciate
diversity
– Demographics are the statistical measurements of
populations and their qualities over time
Chapter 4 | Slide 21
Defining and Managing Diversity
Layers of Diversity?
– Personality (stable set of
characteristics)
– Internal or surface-level
characteristics are apparent
to others (unchangeable)
– External influences and
organizational dimensions
are considered deep-level
characteristics that take
time to emerge in
interactions
Chapter 4 | Slide 22
Defining and Managing Diversity
What is Discrimination?
• Occurs when employment decisions about an
individual are due to reasons not associated with
performance or are not related to the job
Chapter 4 | Slide 23
Defining and Managing Diversity
What is Affirmative Action?
• An artificial intervention aimed at giving
management a chance to correct an imbalance,
injustice, mistake, or outright discrimination that
occurred in the past
Chapter 4 | Slide 24
Defining and Managing Diversity
What is Affirmative Action?
Can refer to both voluntary and mandatory
programs
Does not legitimize quotas. Quotas are illegal
Does not require companies to hire
unqualified people
Has created tremendous opportunities for
women and minorities
Does not foster the type of thinking that is
needed to manage diversity effectively
Chapter 4 | Slide 25
Defining and Managing Diversity
Managing Diversity
Managing Diversity Enables
People to Perform up to
Their Maximum Potential
Keys for Managing Diversity
-Education
-Enforcement
-Exposure
Chapter 4 | Slide 26
Test Your OB Knowledge
As Jasmine got to know Mary, a co-worker of a
different ethnicity, Jasmine was surprised to learn
how much she actually had in common with Mary
such as loving to hike and choice of religion. Jasmine
was experiencing which layer of diversity?
A.
B.
C.
D.
E.
Organizational dimensions
Personality
Surface-level characteristics
Deep-level characteristics
Internal dimensions
Chapter 4 | Slide 27
Building the Business Case for
Managing Diversity
Business Rationale for Diversity
• Managing diversity gives an organization the ability
to grow and maintain a business in an increasingly
competitive marketplace
• An access-and legitimacy perspective on diversity is
based in recognition that the organization’s markets
and constituencies are culturally diverse
Chapter 4 | Slide 28
Building the Business Case for
Managing Diversity
Trends in Workforce Diversity – Women
• Are women breaking the glass ceiling?
Positive Change
No Change
Educational Attainment Continuing Pay Gap
Seats on Boards of
Directors
Pay Gap for Female
MBA Graduates
Leadership Positions in Gender Discrimination
Educational Institutions
Chapter 4 | Slide 29
Building the Business Case for
Managing Diversity
Trends in Workforce Diversity – Racial Groups
• The Census Bureau predicts by 2060 57% of the
workforce will consist of minority groups
• However, current minority groups appear to be
stalled at their own glass ceiling:
― Smaller percentage in the professional class
― More discrimination cases
― Lower earnings
Chapter 4 | Slide 30
Building the Business Case for
Managing Diversity
Trends in Workforce Diversity – Generational
• The population and workforce is getting older
• Four generations of employees are working together
(soon to be five)
• Managers need to deal with generational differences
in values, attitudes, and behavior
Chapter 4 | Slide 31
Test Your OB Knowledge
Big Bucks Bank is located in a city with a growing
Latino population. Jane, the CEO of BBB, believes in
the access-legitimacy perspective. Jane will do which
of the following?
A.
B.
C.
D.
E.
Hire employees to match the diversity in the population
Offer Latino food every Friday
Offer international travel services
Support the local university’s Spanish Department
All of the above
Chapter 4 | Slide 32
Barriers and Challenges to
Managing Diversity
Inaccurate
Stereotypes and
Prejudice
Ethnocentrism
Poor Career
Planning
Negative Diversity
Climate
Unsupportive and
Hostile
Environment
Lack of Political
Savvy of Diverse
Employees
Difficulty in
Balancing Career
and Family Issues
Fears of Reverse
Discrimination
Diversity Not Seen
as an
Organizational
Priority
Need to Revamp
Appraisal and
Reward System
Resistance to
Change
Chapter 4 | Slide 33
Organizational Practices Used to
Effectively Manage Diversity
Generic Options Used to Address Diversity Issues
•
•
•
•
•
•
•
•
Include/Exclude
Deny
Assimilate
Suppress
Isolate
Tolerate
Build Relationships
Foster Mutual Adaptation
– Only approach that endorses the philosophy behind
managing diversity
Chapter 4 | Slide 34
4
Integrative Framework for
Understanding and Applying OB
Chapter 4 | Slide 35
Part 1: Individual Behavior
© 2016 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized
for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded,
distributed, or posted on a website, in whole or part.
Part 1: Individual Behavior
© 2016 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized
for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded,
distributed, or posted on a website, in whole or part.
5
FOUNDATIONS OF EMPLOYEE MOTIVATION
How Can I Apply Motivation Theories?
5.1 The What and Why of Motivation
5.2 Content Theories of Motivation
5.3 Process Theories of Motivation
5.4 Motivating Employees Through Job Design
Chapter 5 | Slide 2
The What and Why of Motivation
What is Motivation?
• Refers to the psychological processes “that underlie
the direction, intensity, and persistence of behavior
or thought”
Direction
Intensity
Persistence
Motivation
Chapter 5 | Slide 3
The What and Why of Motivation
Types of Motivation
• Extrinsic
• Intrinsic
Chapter 5 | Slide 4
The What and Why of Motivation
Why Do Managers Care about Motivation?
• Managers care because motivation causes employees
to:
– Join the organization
– Stay with the organization
– Be engaged at work
– Perform OCBs
– Help others
Chapter 5 | Slide 5
The What and Why of Motivation
Two Fundamental Perspectives on Motivation
• Content theories
– Focus on identifying internal factors such as needs and
satisfaction
• Process theories
– Focus on explaining the process by which internal factors and
environmental characteristics influence employee motivation
Chapter 5 | Slide 6
Test Your OB Knowledge
Juan is trying to learn how to use advanced
spreadsheet features. He is not getting the correct
answers but he keeps trying. What is Juan exhibiting?
A.
B.
C.
D.
E.
Direction
Extrinsic motivation
Persistence
Attention to detail
Emotional Intelligence
Chapter 5 | Slide 7
Content Theories of Motivation
McGregor’s Theory X and Theory Y
• Theory X
– Employees dislike work
– Can only be motivated with rewards and
punishments
• Theory Y
– Employees are self-engaged, committed,
responsible, and creative
Chapter 5 | Slide 8
Content Theories of Motivation
Maslow’s Need Hierarchy Theory
Self-Actualization
Esteem
Love
Safety
Physiological
Chapter 5 | Slide 9
Content Theories of Motivation
Using Maslow’s Theory
• To motivate employees:
– Remember employees have needs beyond a paycheck
– Focus on satisfying employee needs related to self-concepts:
• Self-esteem
• Self-actualization
– Satisfied needs lose their potential
– Be careful when estimating employee’s needs
Chapter 5 | Slide 10
Content Theories of Motivation
McClelland’s Acquired Needs Theory
Need for
Achievement
Acquired
Needs
Theory
Need for
Affiliation
Need for
Power
Chapter 5 | Slide 11
Content Theories of Motivation
Using Acquired Needs Theory
• Appeal to the preferences associated with each need
Achievement
• Prefers working on challenges
• Situations in which performance is due to
effort and ability
• Prefers to work with other high achievers
Affiliation
• Likes to work in teams in with cooperation
and collegiality
• Tends to avoid conflict
• Likes to be praised in private
Power
• Likes to be in charge
• Likes to be in control of people and events
• Appreciates being recognized
Chapter 5 | Slide 12
Content Theories of Motivation
Self-Determination Theory
• Needs are learned over time
• Assumes that three innate needs influence behavior
– Competence
– Autonomy
– Relatedness
• Focuses on the needs that drive intrinsic motivation
Need for
Competence,
Autonomy,
Relatedness
Intrinsic
Motivation
Enhance Task
Performance
Chapter 5 | Slide 13
Content Theories of Motivation
Using Self-Determination Theory
• Create environments that support and encourage the
opportunity to experience the needs
– Managers can provide tangible resources, time, contacts,
and coaching to improve competence
– Managers can empower employees and delegate meaningful
assignments and tasks to enhance feelings of autonomy
– Can use fun and camaraderie to foster relatedness
Chapter 5 | Slide 14
Content Theories of Motivation
Motivator-Hygiene Theory
• Proposes that job satisfaction and dissatisfaction arise
from two different sets of factors:
– Satisfaction comes from motivating factors
– Dissatisfaction comes from hygiene factors
Chapter 5 | Slide 15
Content Theories of Motivation
Using Motivator-Hygiene Theory
Chapter 5 | Slide 16
Content Theories of Motivation
Using Motivator-Hygiene Theory
• Research does not support the two-factor aspect of
the theory, however, some practical applications of
the theory include:
– Hygiene first
– Motivation next
– A few well-chosen words
Chapter 5 | Slide 17
Test Your OB Knowledge
Self-determination theory focuses on:
A. Three innate needs – competence, autonomy, and
relatedness
B. Extrinsic motivation
C. Lower order needs
D. Needs for power and affiliation
E. None of the above
Chapter 5 | Slide 18
Process Theories of Motivation
Equity/Justice Theory
• Equity theory is a model of motivation that
explains how people strive for fairness and justice
in social exchanges or give-and-take relationships
Chapter 5 | Slide 19
Process Theories of Motivation
Elements of Equity Theory
• Outputs (O):
– What a person perceives they are getting out of their job
• Inputs (I):
– What a person perceives they are putting into their job
• Comparison:
– How does a person’s O/I ratio compare with relevant
others’ O/I ratios
Chapter 5 | Slide 20
Process Theories of Motivation
The Outcomes of Equity Comparison
I/O Ratio is Equal to Relevant Other’s
• Satisfaction
I/O Ratio is Less than Relevant Other’s
• Negative Inequity
• May Result in Anger and/or Change in Attitude or
Behavior
I/O Ratio is Greater than Relevant Other’s
• May Result in Satisfaction
• May also Result in Feelings of Guilt
Chapter 5 | Slide 21
Process Theories of Motivation
Justice Theory
• Organizational justice refers to the extent to which
people perceive that they are treated fairly at work
• Three types of justice
– Distributive Justice
– Procedural Justice
– Interactional Justice
Chapter 5 | Slide 22
Process Theories of Motivation
Using Equity and Justice Theories
•
•
•
•
•
Employee perceptions are what count
Employees want a voice in decisions that affect them
Employees should be given an appeals process
Leader behavior matters
A climate for justice makes a difference
Chapter 5 | Slide 23
Process Theories of Motivation
Expectancy Theory
• Holds that people are motivated to behave in ways
that produce desired combinations of expected
outcomes
Chapter 5 | Slide 24
Process Theories of Motivation
Major Elements of Expectancy Theory
Motivation will be high when all three elements in the model are high.
If any element is near zero, motivation will be low.
Chapter 5 | Slide 25
Process Theories of Motivation
Using Expectancy Theory
Chapter 5 | Slide 26
Process Theories of Motivation
Goal-Setting Theory
• Successful people have one thing in common…their
lives are goal oriented
• Goal setting helps individual's, teams, and
organizations achieve success
Chapter 5 | Slide 27
Process Theories of Motivation
How Does Goal-Setting Theory Work?
• Goals that are specific and difficult lead to higher performance
– Goal specificity refers to the quantifiability of a goal
• Certain conditions are necessary for goal setting to work
– People need ability and resources
– People need to be committed to the goal
• Performance feedback and participation in deciding how to
achieve goals are necessary but not sufficient
– Higher performance when use feedback and participation to stay focused
and committed
• Goal achievement leads to job satisfaction
– Reinforces employees to set and commit to even higher levels of
performance
Chapter 5 | Slide 28
Process Theories of Motivation
What are the Mechanisms Behind the Power of
Goal-Setting Theory?
Goals Direct
Attention
How do goals affect
performance?
Goals Regulate
Effort
Goals Increase
Persistence
Goals Foster
Development &
Application of
Task Strategies
and Action Plans
Chapter 5 | Slide 29
Test Your OB Knowledge
Jane believes if she works hard and takes an online
class she will receive a promotion. What element of
motivation does this represent?
A.
B.
C.
D.
E.
Justice theory
Equity theory
Instrumentality
Valence
Expectancy
Chapter 5 | Slide 30
Motivating Employees Through Job Design
What is Job Design (Job Redesign, Work Design)
• Any set of activities that involve:
– Alteration of specific or interdependent systems of jobs
– Intent of improving the quality of employee job experience and
on-the-job productivity
Chapter 5 | Slide 31
Motivating Employees Through Job Design
Top-Down Approaches to Job Design—Scientific
Management
• Kind of management which conducts a business
by standards established by facts or truths gained
through systematic observation, experiment, or
reasoning
Efficiency and productivity increase
Repetitive jobs lead to job
dissatisfaction, poor mental health,
stress, low sense of accomplishment
and growth
Chapter 5 | Slide 32
Motivating Employees Through Job Design
Top-Down Approaches to Job Design—Job
Enlargement
• Involves putting more variety into a worker’s job by
combining specialized tasks of comparable difficulty
Chapter 5 | Slide 33
Motivating Employees Through Job Design
Top-Down Approaches to Job Design—Job Rotation
Calls for moving employees
from one specialized job to
another
Increased worker
flexibility and
easier scheduling
Advantages of
Job Rotation
Chapter 5 | Slide 34
Motivating Employees Through Job Design
Top-Down Approaches to Job Design—Job
Enrichment
• Entails modifying a job such that an employee has the
opportunity to experience:
✓ Achievement
✓ Recognition
✓ Stimulating work
✓ Responsibility
✓ Advancement
Chapter 5 | Slide 35
Motivating Employees Through Job Design
Top-Down Approaches to Job Design—Job
Characteristics Model
Chapter 5 | Slide 36
Motivating Employees Through Job Design
Top-Down Approaches to Job Design—Job
Characteristics Model In Practice
• Can be used to increase job satisfaction
• Managers can enhance employees’ intrinsic motivation
• Increases in quality of performance
Chapter 5 | Slide 37
Motivating Employees Through Job Design
Bottom-Up Approaches to Job Design—Job Crafting
• The physical and cognitive changes individuals make
in the task or relational boundaries of their work
• Represents proactive and adaptive employee
behavior aimed at changing tasks, relationships, and
cognitions associated with one’s job
Chapter 5 | Slide 38
Motivating Employees Through Job Design
Idiosyncratic Deals (I-Deals) Approach to Job
Design
• Employment terms individuals negotiate for
themselves, taking myriad forms from flexible
schedules to career development
Chapter 5 | Slide 39
Test Your OB Knowledge
Jorge would like to increase intrinsic motivation by
giving his employees independence and discretion in
certain aspects of their job. According to the Job
Characteristics Model, which core job dimension is he
using?
A.
B.
C.
D.
E.
Task identity
Task significance
Autonomy
Feedback
Skill variety
Chapter 5 | Slide 40
5
Integrative Framework for
Understanding and Applying OB
Chapter 5 | Slide 41
Part 1: Individual Behavior
© 2016 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized
for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded,
distributed, or posted on a website, in whole or part.
Part 1: Individual Behavior
© 2016 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized
for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded,
distributed, or posted on a website, in whole or part.
5
FOUNDATIONS OF EMPLOYEE MOTIVATION
How Can I Apply Motivation Theories?
5.1 The What and Why of Motivation
5.2 Content Theories of Motivation
5.3 Process Theories of Motivation
5.4 Motivating Employees Through Job Design
Chapter 5 | Slide 2
The What and Why of Motivation
What is Motivation?
• Refers to the psychological processes “that underlie
the direction, intensity, and persistence of behavior
or thought”
Direction
Intensity
Persistence
Motivation
Chapter 5 | Slide 3
The What and Why of Motivation
Types of Motivation
• Extrinsic
• Intrinsic
Chapter 5 | Slide 4
The What and Why of Motivation
Why Do Managers Care about Motivation?
• Managers care because motivation causes employees
to:
– Join the organization
– Stay with the organization
– Be engaged at work
– Perform OCBs
– Help others
Chapter 5 | Slide 5
The What and Why of Motivation
Two Fundamental Perspectives on Motivation
• Content theories
– Focus on identifying internal factors such as needs and
satisfaction
• Process theories
– Focus on explaining the process by which internal factors and
environmental characteristics influence employee motivation
Chapter 5 | Slide 6
Test Your OB Knowledge
Juan is trying to learn how to use advanced
spreadsheet features. He is not getting the correct
answers but he keeps trying. What is Juan exhibiting?
A.
B.
C.
D.
E.
Direction
Extrinsic motivation
Persistence
Attention to detail
Emotional Intelligence
Chapter 5 | Slide 7
Content Theories of Motivation
McGregor’s Theory X and Theory Y
• Theory X
– Employees dislike work
– Can only be motivated with rewards and
punishments
• Theory Y
– Employees are self-engaged, committed,
responsible, and creative
Chapter 5 | Slide 8
Content Theories of Motivation
Maslow’s Need Hierarchy Theory
Self-Actualization
Esteem
Love
Safety
Physiological
Chapter 5 | Slide 9
Content Theories of Motivation
Using Maslow’s Theory
• To motivate employees:
– Remember employees have needs beyond a paycheck
– Focus on satisfying employee needs related to self-concepts:
• Self-esteem
• Self-actualization
– Satisfied needs lose their potential
– Be careful when estimating employee’s needs
Chapter 5 | Slide 10
Content Theories of Motivation
McClelland’s Acquired Needs Theory
Need for
Achievement
Acquired
Needs
Theory
Need for
Affiliation
Need for
Power
Chapter 5 | Slide 11
Content Theories of Motivation
Using Acquired Needs Theory
• Appeal to the preferences associated with each need
Achievement
• Prefers working on challenges
• Situations in which performance is due to
effort and ability
• Prefers to work with other high achievers
Affiliation
• Likes to work in teams in with cooperation
and collegiality
• Tends to avoid conflict
• Likes to be praised in private
Power
• Likes to be in charge
• Likes to be in control of people and events
• Appreciates being recognized
Chapter 5 | Slide 12
Content Theories of Motivation
Self-Determination Theory
• Needs are learned over time
• Assumes that three innate needs influence behavior
– Competence
– Autonomy
– Relatedness
• Focuses on the needs that drive intrinsic motivation
Need for
Competence,
Autonomy,
Relatedness
Intrinsic
Motivation
Enhance Task
Performance
Chapter 5 | Slide 13
Content Theories of Motivation
Using Self-Determination Theory
• Create environments that support and encourage the
opportunity to experience the needs
– Managers can provide tangible resources, time, contacts,
and coaching to improve competence
– Managers can empower employees and delegate meaningful
assignments and tasks to enhance feelings of autonomy
– Can use fun and camaraderie to foster relatedness
Chapter 5 | Slide 14
Content Theories of Motivation
Motivator-Hygiene Theory
• Proposes that job satisfaction and dissatisfaction arise
from two different sets of factors:
– Satisfaction comes from motivating factors
– Dissatisfaction comes from hygiene factors
Chapter 5 | Slide 15
Content Theories of Motivation
Using Motivator-Hygiene Theory
Chapter 5 | Slide 16
Content Theories of Motivation
Using Motivator-Hygiene Theory
• Research does not support the two-factor aspect of
the theory, however, some practical applications of
the theory include:
– Hygiene first
– Motivation next
– A few well-chosen words
Chapter 5 | Slide 17
Test Your OB Knowledge
Self-determination theory focuses on:
A. Three innate needs – competence, autonomy, and
relatedness
B. Extrinsic motivation
C. Lower order needs
D. Needs for power and affiliation
E. None of the above
Chapter 5 | Slide 18
Process Theories of Motivation
Equity/Justice Theory
• Equity theory is a model of motivation that
explains how people strive for fairness and justice
in social exchanges or give-and-take relationships
Chapter 5 | Slide 19
Process Theories of Motivation
Elements of Equity Theory
• Outputs (O):
– What a person perceives they are getting out of their job
• Inputs (I):
– What a person perceives they are putting into their job
• Comparison:
– How does a person’s O/I ratio compare with relevant
others’ O/I ratios
Chapter 5 | Slide 20
Process Theories of Motivation
The Outcomes of Equity Comparison
I/O Ratio is Equal to Relevant Other’s
• Satisfaction
I/O Ratio is Less than Relevant Other’s
• Negative Inequity
• May Result in Anger and/or Change in Attitude or
Behavior
I/O Ratio is Greater than Relevant Other’s
• May Result in Satisfaction
• May also Result in Feelings of Guilt
Chapter 5 | Slide 21
Process Theories of Motivation
Justice Theory
• Organizational justice refers to the extent to which
people perceive that they are treated fairly at work
• Three types of justice
– Distributive Justice
– Procedural Justice
– Interactional Justice
Chapter 5 | Slide 22
Process Theories of Motivation
Using Equity and Justice Theories
•
•
•
•
•
Employee perceptions are what count
Employees want a voice in decisions that affect them
Employees should be given an appeals process
Leader behavior matters
A climate for justice makes a difference
Chapter 5 | Slide 23
Process Theories of Motivation
Expectancy Theory
• Holds that people are motivated to behave in ways
that produce desired combinations of expected
outcomes
Chapter 5 | Slide 24
Process Theories of Motivation
Major Elements of Expectancy Theory
Motivation will be high when all three elements in the model are high.
If any element is near zero, motivation will be low.
Chapter 5 | Slide 25
Process Theories of Motivation
Using Expectancy Theory
Chapter 5 | Slide 26
Process Theories of Motivation
Goal-Setting Theory
• Successful people have one thing in common…their
lives are goal oriented
• Goal setting helps individual's, teams, and
organizations achieve success
Chapter 5 | Slide 27
Process Theories of Motivation
How Does Goal-Setting Theory Work?
• Goals that are specific and difficult lead to higher performance
– Goal specificity refers to the quantifiability of a goal
• Certain conditions are necessary for goal setting to work
– People need ability and resources
– People need to be committed to the goal
• Performance feedback and participation in deciding how to
achieve goals are necessary but not sufficient
– Higher performance when use feedback and participation to stay focused
and committed
• Goal achievement leads to job satisfaction
– Reinforces employees to set and commit to even higher levels of
performance
Chapter 5 | Slide 28
Process Theories of Motivation
What are the Mechanisms Behind the Power of
Goal-Setting Theory?
Goals Direct
Attention
How do goals affect
performance?
Goals Regulate
Effort
Goals Increase
Persistence
Goals Foster
Development &
Application of
Task Strategies
and Action Plans
Chapter 5 | Slide 29
Test Your OB Knowledge
Jane believes if she works hard and takes an online
class she will receive a promotion. What element of
motivation does this represent?
A.
B.
C.
D.
E.
Justice theory
Equity theory
Instrumentality
Valence
Expectancy
Chapter 5 | Slide 30
Motivating Employees Through Job Design
What is Job Design (Job Redesign, Work Design)
• Any set of activities that involve:
– Alteration of specific or interdependent systems of jobs
– Intent of improving the quality of employee job experience and
on-the-job productivity
Chapter 5 | Slide 31
Motivating Employees Through Job Design
Top-Down Approaches to Job Design—Scientific
Management
• Kind of management which conducts a business
by standards established by facts or truths gained
through systematic observation, experiment, or
reasoning
Efficiency and productivity increase
Repetitive jobs lead to job
dissatisfaction, poor mental health,
stress, low sense of accomplishment
and growth
Chapter 5 | Slide 32
Motivating Employees Through Job Design
Top-Down Approaches to Job Design—Job
Enlargement
• Involves putting more variety into a worker’s job by
combining specialized tasks of comparable difficulty
Chapter 5 | Slide 33
Motivating Employees Through Job Design
Top-Down Approaches to Job Design—Job Rotation
Calls for moving employees
from one specialized job to
another
Increased worker
flexibility and
easier scheduling
Advantages of
Job Rotation
Chapter 5 | Slide 34
Motivating Employees Through Job Design
Top-Down Approaches to Job Design—Job
Enrichment
• Entails modifying a job such that an employee has the
opportunity to experience:
✓ Achievement
✓ Recognition
✓ Stimulating work
✓ Responsibility
✓ Advancement
Chapter 5 | Slide 35
Motivating Employees Through Job Design
Top-Down Approaches to Job Design—Job
Characteristics Model
Chapter 5 | Slide 36
Motivating Employees Through Job Design
Top-Down Approaches to Job Design—Job
Characteristics Model In Practice
• Can be used to increase job satisfaction
• Managers can enhance employees’ intrinsic motivation
• Increases in quality of performance
Chapter 5 | Slide 37
Motivating Employees Through Job Design
Bottom-Up Approaches to Job Design—Job Crafting
• The physical and cognitive changes individuals make
in the task or relational boundaries of their work
• Represents proactive and adaptive employee
behavior aimed at changing tasks, relationships, and
cognitions associated with one’s job
Chapter 5 | Slide 38
Motivating Employees Through Job Design
Idiosyncratic Deals (I-Deals) Approach to Job
Design
• Employment terms individuals negotiate for
themselves, taking myriad forms from flexible
schedules to career development
Chapter 5 | Slide 39
Test Your OB Knowledge
Jorge would like to increase intrinsic motivation by
giving his employees independence and discretion in
certain aspects of their job. According to the Job
Characteristics Model, which core job dimension is he
using?
A.
B.
C.
D.
E.
Task identity
Task significance
Autonomy
Feedback
Skill variety
Chapter 5 | Slide 40
5
Integrative Framework for
Understanding and Applying OB
Chapter 5 | Slide 41
Part 1: Individual Behavior
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