MOTIVATING FOR PERFORMANCE

MOTIVATING FOR PERFORMANCE

Chapter 13

Bateman and Snell

Learning Objectives After studying Chapter 13, you will know:

the kinds of behaviors managers need to motivate in people

how to set challenging, motivating goals how to reward good performance the key beliefs that affect people’s motivation the ways in which people’s individual needs affect

their behavior how to create a motivating, empowering job how people assess fairness the causes and consequences of a satisfied

workforce

Motivating For Performance Motivation

forces that energize, direct, and sustain a person’ efforts

highly motivated people, with adequate ability and understanding of the job, will be highly productive

managers must know what behaviors they want to motivate people to exhibit

Companiesmust

motivateworkers to:

Remain in theorganization

Exhibit goodcitizenship

Achieve highoutput

Come to workregularly

Behaviors That Companies Want Employees To Exhibit

Join theorganization

Setting Goals

Goal setting theory people have conscious goals that energize them and

direct their thoughts and behaviors toward one end Goals that motivate should be

acceptable to employees challenging but attainable specific, quantifiable, and measurable feedback should be provided

Limitations of goal setting individualized goals create can reduce cooperation single productivity goals interfere with other

dimensions of performance

Reinforcing Performance Law of effect

behavior that is followed by positive consequences will be repeated

Reinforcers positive consequences that motivate behavior

Organizational behavior modification (OB Mod) application of reinforcement theory in

organizational settings influences people’s behavior through the

control of consequences of people’s actions

Reinforcing Performance (cont.) Consequences of behavior

positive reinforcement - applying valued consequences that increase the likelihood that a person will repeat the behavior that led to it

negative reinforcement - removing or withholding an undesirable consequence

can involve the threat of punishment punishment - administering an aversive

consequence or withdrawing a reinforcer extinction - withdrawing or failing to provide

a reinforcing consequence

Reinforcement and Punishment Immediately After Behavior Present Withdraw Positive Positive Punishment

Reinforcer Reinforcement Negative Punishment Negative Reinforcer Reinforcement

Behavior

Positive reinforcementor

negative reinforcement

Same behaviorlikely to be

repeated

Same behaviorless likely to be

repeated

Punishmentor

extinction

The Consequences Of Behavior

Performance-Related Beliefs Expectancy model

proposes that people behave based on the perception that their effort will lead to valued outcomes

expectancy - employees’ perception of the likelihood that their efforts will enable them to attain their performance goals

instrumentality - perceived likelihood that performance will be followed by a particular outcome

valence - value an outcome holds for the person contemplating it

for motivation to be high, expectancy, instrumentalities, and total valence of all outcomes must all be high

Performance-Related Beliefs (cont.) Expectancy theory (cont.)

managerial implications of expectancy theory

increase expectancies identify positively valent outcomes make performance instrumental

toward positive outcomes

Expectancy Model

Effort Performance Outcomes

Expectancy = Effort Performance Training, abilities, role perceptions have an

effect on expectancy Instrumentality=PerformanceOutcomes Valence = Importance of Outcomes

Understanding People’s Needs

Content theories indicate the kinds of needs that people want to

satisfy the extent to which a person’s needs are met or not

met affect her/his behavior on the job Maslow’s need hierarchy

human needs are organized into five major types physiological - food, water, sex, and shelter safety or security - protection against threat and

deprivation social - friendship, affection, belonging, and love ego - independence, achievement, freedom, recognition,

and self-esteem self-actualization - realizing one’s potential

Maslow’s Hierarchy of Needs

Adapted from Figure 14.4

Self-Actualization

Esteem/Ego

Affiliation/Social

Security/Safety

Physiological

14.8

Understanding People’s Needs (cont.) Maslow’s need hierarchy (cont.)

postulates that people satisfy these needs one at a time, from bottom to top

people motivated to satisfy lower needs before they try to satisfy higher needs

once satisfied, a need is no longer a powerful motivator not altogether accurate theory of human

motivation nonetheless, made three major contributions

identified important need categories helped to think in terms of lower- and higher-level needs increased salience of personal growth and self-

actualization

Alderfer’s ERG theory postulates that people have three basic need

sets Existence needs - material and physiological desires Relatedness needs - involve relationships with other

people Growth needs - motivate people to productivity or

creativity postulates that several different needs can be

operating at once both theories remind managers of the types of

reinforcers or rewards that can be used to motivate people

Understanding People’s Needs (cont.)

GrowthSelf-actualization

Comparison Of Maslow’s Need Hierarchy And ERG Theory

Relatedness

Ego

Social

Existence

SafetyPhysiologicalMaslow Alderfer

Understanding People’s Needs (cont.)

McClelland’s needs achievement - strong orientation toward

accomplishment, success and goal attainment affiliation - strong desire to be liked by other people power - desire to influence or control other people

personalized power - negative force expressed through the manipulation and exploitation of others

socialized power - channeled toward the constructive improvement of organizations and societies

Need theories: International perspectives need importance varies from country to country not all people are motivated by the same needs

Designing Motivating Jobs (cont.)

Herzberg’s two-factor theory hygiene factors - characteristics of the workplace

make people unhappy will not make people truly satisfied

motivators - characteristics of the job itself when present, jobs presumed to be both satisfying and

motivating

theory has been widely criticized nevertheless, highlights the distinction between

extrinsic and intrinsic rewards reminds managers that worker motivation depends on

more than extrinsic rewards

Designing Motivating Jobs

Job rotation changing from one routine task to another to

alleviate boredom can benefit everyone when done properly

Job enlargement giving people additional tasks at the same time

to alleviate boredom additional tasks at the same level of responsibility

Job enrichment changing a task to make it inherently more

rewarding, motivating, and satisfying adds higher levels of responsibility


The Hackman and Oldham model of job design three critical psychological states

meaningfulness - believe that work is important responsibility - feel personally responsible for the work knowledge of results - know how well the job was

performed psychological states produced by five core job

dimensions skill variety - different job activities involving several skills task identity - completion of a whole, identifiable piece of

work task significance - important impact on the lives of others autonomy - independence and discretion in making decisions feedback - information about job performance


The Hackman and Oldham model of job design (cont.) effective job enrichment increases all five

core dimensions effectiveness of a job enrichment program

depends on a person’s growth need strength

growth need strength - degree to which individuals want personal and psychological development

Hackman & Oldham Job-Enrichment Model

Adapted from Figure 14.3

Five Job CharacteristicsSkill varietyTask identityTask significance

Autonomy Feedback

Personal and Work Outcomes

Three Critical Psychological StatesExperiencedmeaningfulnessof work

Knowledge ofactual work results

Experiencedresponsibility for work outcomes

High internalworkmotivation

High qualityworkperformance

High satisfactionwith the work

Low absenteeismand turnover

14.6

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Nee

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tren

gth


Empowerment process of sharing power with employees enhances beliefs about being influential contributors

employees perceive meaning in work employees feel competent employees derive a sense of self-determination employees believe they have an impact on important

decisions empowering environment

provides information required to perform at one’s best knowledge available about how to use the information employees have the power to make decisions employees receive rewards for contributions

SpecificActions ToEmpower

Provide morefreedom of access

to resources

Provide morefreedom of access

to people

Allowindependent

judgment

Assignnonroutine

jobs

Reduce thenumber of

approval steps

Reduce thenumber of rules

Increase signature authority

at all levels

Define jobsmore broadly as

projects

Actions That Empower Employees

Equity Theory Social comparisons

SELF OTHER(S) outcomes/inputs : outcomes/inputs

Outcomes = pay, recognition, use abilitiesInputs = education, performance, effort

Reactions to Inequity Reduce inputs – less effort,

absenteeism, play computer games Increase outcomes – ask for raise,

theft, absenteeism Decrease outcomes for others Modify comparison Leave – find a more equitable job Distort reality

Achieving Fairness (cont.) Fair process

procedural justice - using a fair process in decision making and making sure others know that the process was as fair as possible

fair processes make unfair outcomes more palatable

explain how a decision is made make an unbiased decision offer a chance to voice complaints collaborate in making decision

Equity Sensitivity

The questions below ask what you’d like for your relationship to be with any organization for which you might work. On each question, divide 10 points between the two choices (choice A and choice B) by giving the most points to the choice that is most like you and the fewest points to the choice that is least like you. You can, if you’d like, give the same number of points to both choices (for example, 5 points to choice A and 5 points to choice B). And you can use zeros if you like.

Just be sure to allocate all 10 points per

question between each pair of possible responses.

1. I would be more important for me to: __________ A. Get from the organization __________ B. Give to the organization 2. It would be more important for me to: __________ A. Help others __________ B. Watch out for my own good 3. I would be more concerned about what I: __________ A. received from the organization __________ B. contributed to the organization

In any organization I might work for:

In any organization I might work for:

4. The hard work I would do should: __________ A. Benefit the organization __________ B. Benefit me 5. My personal philosophy in dealing with the organization

would be: __________ A. If I don’t look out for myself, nobody else will __________ B. It’s better for me to give than to receive

Scoring Add the total points for:

1. b. 2. a. 3. b. 4. a. 5. b.

Scoring Percentile

32 and higher 10% Benevolents 29 and higher 20% 26 and higher 40% 24 to 26 Sensitives 24 and lower 40% 21 and lower 20% 17 and lower 10% Entitleds

New Perspectives on Equity Theory

Equity Sensitive

I prefer an equity ratio equal to that of my comparison other

Equity Sensitives

outcomes/inputs (self) = outcomes/inputs (other)

Consistent with original concept of equity

Dissatisfied with under-reward and over-reward

Equity Sensitives

outcomes/inputs (self) = outcomes/inputs (other)

Consistent with original concept of equity

Dissatisfied with under-reward and over-reward

EQUITY SENSITIVITYEQUITY SENSITIVITY


Benevolent I am comfortable with an equity ratio less than that of my comparison other

BENEVOLENTSBENEVOLENTS

Prefer higher ratio of inputs to outcomes

Place more emphasis on intrinsic outcomes

Prefer meaningful work, challenge, achievement

Willing to produce more at a lower salary

Prefer higher ratio of inputs to outcomes

Place more emphasis on intrinsic outcomes

Prefer meaningful work, challenge, achievement

Willing to produce more at a lower salary


Entitled

I am comfortable with an equity ratio greater than that of my comparison other

ENTITLEDSENTITLEDS

Prefer higher outcome to input ratio than others

Place more importance on extrinsic outcomes

Emphasize pay, fringe benefits, security

More sensitive to underpayment

Prefer higher outcome to input ratio than others

Place more importance on extrinsic outcomes

Emphasize pay, fringe benefits, security

More sensitive to underpayment

Job Satisfaction Correlates of job satisfaction

job satisfaction is unrelated to job performance the greater the job dissatisfaction:

the higher turnover the higher absenteeism the lower corporate citizenship the more grievances and lawsuits the higher the probability of a strike the more likely that stealing and/or vandalism will

occur the poorer the mental and physical health of the

workers

Job Satisfaction (cont) Quality of work life (QWL)

programs designed to create a workplace that enhances employee well-being

organizations differ drastically in their attention to QWL

Job Satisfaction (cont.)

Psychological contracts a set of perceptions of what employees owe

their employers, and what their employers owe them

has important implications for employee satisfaction/motivation

versusBenefits provided by

the organizationBenefits promised by

the organization

Contributions providedby the employee

Contributions promisedby the employee

Qualityof Work

Life

Constitutionalism

Minimum infringe-ments on personaland family needs

Chance for personalgrowth and security

Jobs develophuman

capacities

Socially responsibleorganizational

actions

Safe andhealthy

environment

Adequate and faircompensation

Supportivesocial

environment

Categories Of Quality Of Life

Documents

MOTIVATING FOR PERFORMANCE