Mosley 9e ppt_ch07

©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

CHAPTER 7

MOTIVATION

©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 2

• Identify the three levels of employee motivation• Explain the relationship between performance

and motivation• Understand and explain Maslow’s hierarchy of

needs theory and the principle underlying his theory• Differentiate between Herzberg’s dissatisfiers

and motivators• Understand and explain expectancy theory

LEARNING OBJECTIVES


• Explain how supervisors can use goal-setting theory to motivate employees• Define equity theory• Define and explain reinforcement theory• Explain the job characteristics model• Explain how generational differences affect

motivation• Identify five steps to motivating employees

LEARNING OBJECTIVES


• Willingness to work to achieve the organization’s objectives• Result of one’s individual perceptions, needs,

and goals

MOTIVATION


EXHIBIT 7.1 - DETERMINING EMPLOYEE ENGAGEMENT

Source: “The Relationship Between Engagement at Work and Organizational Outcomes, 2012 Q12® Item-Level Meta-Analysis,” Gallup (online), February 2013, 14. Retrieved on July 8, 2013 from http://www.gallup.com/strategicconsulting/126806/Q12-Meta-Analysis.aspx


EXHIBIT 7.2 - THE THREE LEVELS OF MOTIVATION


INTRINSIC AND EXTRINSIC MOTIVATION


• Arrangement of people’s needs in a hierarchy, or ranking of importance• States that once a need has been satisfied, it no

longer serves as a primary motivator of behavior

MASLOW’S HIERARCHY OF NEEDS THEORY


MASLOW’S HIERARCHY OF NEEDS THEORY

•Need for food, water, air, and other physical necessities

Physiological or biological needs

•Need for protection from danger, threat, or deprivation

Safety or security need

•Need for belonging, acceptance by colleagues, friendship, and love

Social or belonging needs

•Need for self-confidence, independence, appreciation, and status

Ego or esteem needs

•Need concerned with realizing one’s potential, self-development, and creativity

Self-fulfillment or self-actualization need


EXHIBIT 7.4 - MASLOW’S HIERARCHY OF NEEDS


• Though the needs are universal, the sequence may differ, depending on the culture• Priorities of some individuals may differ• Needs on one level do not have to be fully

satisfied before the next level becomes important• The two highest levels of needs can rarely be

fully satisfied

QUALIFYING MASLOW’S THEORY


• Dissatisfier or hygiene factors: Factors employees said most affected them negatively or dissatisfied them about their job• Satisfier or motivator factors: Factors

employees said turned them on about their job• Link to intrinsic and extrinsic motivation• Factors associated with positive motivation are

intrinsic to the job• Factors causing dissatisfaction are extrinsic to

the job

HERZBERG’S THEORY


EXHIBIT 7.5 - HERZBERG’S SATISFIER/MOTIVATOR AND DISSATISFIER/HYGIENE FACTORS


• Money can be a motivating factor, especially when it is tied to recognition and achievement• For some people, absence of recognition,

advancement, and challenge can constitute dissatisfaction• Built-in bias of Herzberg’s findings • Positive aspects of a job are associated with

intrinsic factors • Dissatisfiers are associated with extrinsic

factors

QUALIFYING HERZBERG’S THEORY


EXPECTANCY THEORY


EXHIBIT 7.6 - EXPECTANCY THEORY


EXHIBIT 7.7 - WAYS TO APPLY EXPECTANCY THEORY


• Ways to use goal setting as a motivational tool• Set specific, concrete goals• Set challenging but reasonably difficult goals• Provide timely feedback about goal

achievement• Strengthen employees’ commitment by

allowing them to participate in goal setting• When multiple goals are established, make sure

employees understand their priorities

GOAL-SETTING THEORY


• When people perceive themselves in situations of inequity or unfairness, they are motivated to act in ways to change their circumstances• Factors determining equity• Inputs - Skill, education, experience, and

motivation an employee brings to the job situation

• Outputs - Pay, advancement, recognition, or desirable job assignments and other performance rewards

EQUITY THEORY


• Ways to reduce inequity• Attempting to increase your reward level by

making a case with the management• Decreasing your input level by putting in less job

effort, taking longer breaks, or being less cooperative

• Rationalizing valid reasons as to why the inequity exists

• Leaving the situation by asking for a transfer or seeking a position with another employer

EQUITY THEORY


• Based on the law of effect, holds that behaviors meeting with:• Pleasant consequences tend to be repeated• Unpleasant consequences tend not to be

repeated• Rewards and punishments are used as a way to

shape an individual

REINFORCEMENT THEORY


• Focuses on five core job elements leading to intrinsic motivation and then positive work outcomes• Skill variety• Extent to which the job requires a worker to use

a broad range of skills to perform it• Task identity• Extent to which the job requires a worker to

complete a whole, identifiable piece of work

JOB CHARACTERISTICS MODEL


• Task significance• Extent to which the job impacts the work or

lives of others• Autonomy• Extent to which the job entails substantial

freedom and decision making in carrying it out• Feedback• Extent to which the job itself provides

information about whether it is performed successfully

JOB CHARACTERISTICS MODEL


EXHIBIT 7.9 - JOB CHARACTERISTICS MODEL

Source: Adapted from J. R. Hackman,“Work Design,” in J. R. Hackman and J. L. Suttle, eds, Improving Life at Work (Goodyear Publishing, 1977), 159. Reprinted with permission.


EXHIBIT 7.10 - CHARACTERISTICS OF DIFFERENT GENERATIONS


EXHIBIT 7.10 - CHARACTERISTICS OF DIFFERENT GENERATIONS


FIVE STEPS TO MOTIVATING EMPLOYEES

Help make employees’ jobs intrinsically rewarding

Provide clear performance objectives

Support employees’ performance efforts

Provide timely performance feedback

Reward employees’ performance


• Baby boomers• Dissatisfier or hygiene

factors• Ego or esteem needs• Equity theory• Expectancy theory• Extrinsic motivation

• Generation Xers • Generation Yers

IMPORTANT TERMS

• Goal-setting theory• Hierarchy of needs• Intrinsic motivation• Job characteristics

model• Motivation• Physiological or

biological needs • Reinforcement theory


• Safety or security needs

• Satisfier or motivator factors

• Self-fulfillment or self actualization needs

• Social or belonging needs

• Traditionalists

IMPORTANT TERMS

Education

Mosley 9e ppt_ch07