McShane/Von Glinow M:OB 2e
5
Employee
Motivation
McGraw-Hill/Irwin
Copyright © 2014 by The McGraw-Hill Companies, Inc. All rights reserved.
Motivation Defined
The forces within a person
that affect the direction,
intensity, and persistence of
voluntary behavior.
Intensity -- effort level
Persistence – duration of
effort
Direction – effort’s goal
target
5-2
Employee Engagement
Individual’s emotional and
cognitive (logical)
motivation, particularly a
focused, intense, persistent,
and purposive effort toward
work-related goals
High absorption in the work
High self-efficacy – believe
you have the ability, role
clarity, and resources to get
the job done
5-3
1
Drives and Needs
Drives (primary needs, innate motives)
Hardwired brain characteristics (neural states) that energize
individuals to maintain balance by correcting deficiencies
Prime movers of behavior by activating emotions
Needs
Goal-directed forces that people experience.
Drive-generated emotions directed toward goals
Goals formed by self-concept, social norms, and experience
Drives
and Emotions
Needs
Decisions and
Behavior
5-4
Maslow’s Needs Hierarchy Theory
Need to
know
Selfactualization
Esteem
Belongingness
Safety
Physiological
Need for
beauty
Seven need categories (five
in a hierarchy)
Lowest unmet need is
strongest. When satisfied,
next higher need becomes
strongest motivator
Maslow’s theory lacks
empirical support:
People have different
hierarchies
Needs strongly influenced
by self-concept, personal
values, and personality
5-5
What Maslow Contributed to
Motivation Theory
Holistic perspective
Integrative view of needs
Humanistic perspective
Influence of social
dynamics, not just instinct
Positive perspective
Pay attention to strengths
(growth needs), not just
deficiencies
Abraham Maslow
5-6
2
Learned Needs Theory
Needs can be “learned” -- strengthened
through reinforcement, learning, and social
conditions
Three learned needs studied by McClelland
Need for achievement -- reach goals, take responsibility
Need for affiliation -- seek approval, avoid conflict
Need for power – control one’s environment
Successful entrepreneurs tend to have a high nAch
Successful leaders tend to have relatively low nAff
and relatively high socialized nPow
5-7
Four Drive Theory of Motivation
Drive to acquire -- seek, acquire, control, retain objects or
experiences
Drive to bond -- form social relationships and develop mutual
caring commitments with others
Drive to comprehend -- satisfy our curiosity, know and understand
ourselves and the environment
Drive to defend -- protect ourselves physically and socially
Drive to
Acquire
Social
norms
Drive to
Bond
Personal
values
Past
experience
Mental skill set resolves
competing drive demands
Drive to
Comprehend
Goal-directed
choice and effort
Drive to
Defend
5-8
How Four Drives Motivate
Four drives determine which emotions are automatically
tagged to incoming sensory information
Drives generate independent and often competing emotions
that demand our attention
Mental skill set relies on social norms, personal values, and
experience to transform drive-based emotions into goaldirected choice and effort.
Drive to
Acquire
Drive to
Bond
Drive to
Comprehend
Social
norms
Personal
values
Past
experience
Mental skill set resolves
competing drive demands
Goal-directed
choice and effort
Drive to
Defend
5-9
3
Expectancy Theory of Motivation
E-to-P Expectancy
P-to-O Expectancy
Valence
Probability specific
effort level will result
in a specific level of
performance
Probability specific
performance level
will result in specific
outcomes
Anticipated
satisfaction from the
outcome
Outcome 1 +/–
Effort
Performance
Outcome 2 +/–
Outcome 3 +/–
5-10
Expectancy Theory in Practice
Increasing E-to-P Expectancies
Hire, train, and match people to job requirements
Provide role clarity and sufficient resources
Provide behavioral modeling and coaching
Increasing P-to-O Expectancies
Measure performance accurately
Explain how rewards are linked to performance
Explain how rewards are caused by past performance
Increasing Outcome Valences
Ensure that rewards are valued
Individualize rewards
Minimize countervalent outcomes
5-11
A-B-Cs of Behavior Modification
Antecedents
Behavior
Consequences
What happens
before behavior
What person
says or does
What happens
after behavior
Machine
operator turns
off power
Co-workers
thank
operator
Example
Warning
light
flashes
5-12
4
Four OB Mod Consequences
Positive reinforcement – any
consequence that, when
introduced, increases/maintains
the target behavior.
Punishment – any consequence
that decreases the target behavior.
Negative reinforcement –any
consequence that, when removed,
increases/maintains target
behavior.
Extinction – when no consequence
occurs, resulting in less of the target
behavior
5-13
Social Cognitive Theory
Learning behavior outcomes
Observing consequences that others
experience
Anticipate consequences in other
situations
Behavior modeling
Observing/modeling behavior of others
Self-regulation
People develop goals, achievement
standards, action plans
People anticipate consequences from
others, not just own experiences
People reinforce their own behavior (selfreinforcement)
5-14
Organizational Justice
Distributive justice
Perceived fairness in
outcomes we receive
relative to our contributions
and the outcomes and
contributions of others
Procedural justice
Perceived fairness of the
procedures used to decide
the distribution of resources
5-15
5
Equity Theory
Your Own
Outcome/Input Ratio
Comparison Other’s
Outcome/Input Ratio
Own outcomes
Own inputs
Other’s outcomes
Compare
own ratio with
Other’s ratio
Other’s inputs
Perceptions of
equity or inequity
5-16
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
5-17
Correcting Inequity Tension
Actions to correct
underreward inequity
Example
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 outputs
Ask boss to stop giving preferred
treatment to coworker
Change our perceptions
Start thinking that coworker’s perks
aren’t really so valuable
Change comparison other
Compare self to someone closer to
your situation
Leave the field
Quit job
5-18
6
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
5-19
Effective Goal-setting
Characteristics
Specific – What, how, where, when, and with whom the
task needs to be accomplished
Measurable – how much, how well, at what cost
Achievable – challenging, yet accepted (E-to-P)
Relevant – within employee’s control
Time-framed – due date and when assessed
Exciting – employee commitment, not just compliance
Reviewed – feedback and recognition on goal progress
and accomplishment
5-20
Characteristics of Effective
Feedback
1. Specific – connected to goal details
2. Relevant – Relates to person’s behavior
3. Timely – to improve link from behavior to
outcomes
4. Credible – trustworthy source
5. Sufficiently frequent
Employee’s knowledge/experience
Task cycle
5-21
7
Strengths-Based Coaching
Maximizing the person’s
potential by focusing on
their strengths rather than
weaknesses
Motivational because:
people inherently seek
feedback about their
strengths, not their flaws
person’s interests,
preferences, and
competencies stabilize
over time
5-22
Job Design
Assigning tasks to a job,
including the
interdependency of those
tasks with other jobs
Organization's goal -- to
create jobs that can be
performed efficiently yet
employees are motivated
and engaged
5-23
Job Specialization
Dividing work into separate jobs, each with a subset
of tasks required to complete the product/service
Scientific management
Frederick Winslow Taylor
Champion of job specialization
Taylor also emphasized person-job matching, training, goal
setting, work incentives
5-24
8
Evaluating Job Specialization
Advantages
Disadvantages
Less time changing
activities
Job boredom
Discontentment pay
Lower training costs
Higher costs
Job mastered
quickly
Lower quality
Lower motivation
Better person-job
matching
5-25
Job Characteristics Model
Core Job
Characteristics
Critical
Psychological
States
Skill variety
Task identity
Task significance
Meaningfulness
Autonomy
Responsibility
General
satisfaction
Feedback
from job
Knowledge
of results
Work
effectiveness
Outcomes
Work
motivation
Growth
satisfaction
Individual
differences
5-26
Improving Task Significance
Through Voice of the Customer
Rolls Royce Engine Services
improved task significance
through their “Voice of the
Customer” program, in which
customers talk to production
staff about how the quality of
their engine maintenance
work is important to customers.
5-27
9
Job Rotation
Moving from one job to
another
Benefits
Job ‘A’
1. Minimizes repetitive strain
injury
2. Multiskills the workforce
3. Potentially reduces job
boredom
Job ‘B’
Job ‘D’
Job ‘C’
5-28
Job Enlargement
Adding tasks to an existing job
Example: video journalist
Traditional news team
Employee 1
Operates camera
Employee 2
Operates sound
Video journalist
• Operates camera
• Operates sound
• Reports story
Employee 3
Reports story
5-29
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
5-30
10
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