Motivation

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Motivation

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Content theories of motivation attempt to identify what things motivate people. ... Herzberg's two-factor theory of motivation are explained. ... – PowerPoint PPT presentation

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Title: Motivation


1
Motivation
2
Chapter Overview
  • Employee performance depends on motivation to
    perform.
  • Motivation leads to good performance when it is
    accompanied by
  • ability,
  • skills,
  • equipment,
  • supplies, and
  • time.

3
  • The chapter includes many theories of motivation.

  • Content theories of motivation attempt to
    identify what things motivate people.
  • Maslows hierarchy of needs,
  • McClellands theory of achievement, power, and
    affiliation needs, and
  • Herzbergs two-factor theory of motivation are
    explained.

4
  • Process theories look at the process of
    motivation rather than specific motivators.
  • Included are
  • Vrooms expectancy-valence theory, and
  • Skinners reinforcement theory.

5
  • All of the theories depend on the individuals
    perception of what is a valued motivator.
  • What will be perceived as a motivator depends on
    the individuals needs.

6
  • Some supervisors and other managers assume that
    the main thing employees want out of a job is
    money.
  • While money can be a motivator, it is not the
    only motivator, and for some people it is not the
    most important motivator.
  • For money to motivate, it must meet employee
    needs, and employees must believe they are able
    to achieve the financial rewards the organization
    offers.

7
  • Several financial incentives are discussed,
    including
  • piecework systems,
  • production bonus systems,
  • commissions,
  • suggestion plans,
  • group incentive plans,
  • profit-sharing, and
  • gainsharing.

8
  • Supervisors will likely have limits on the types
    of motivators they can use.
  • But they can motivate their employees by making
    work interesting through such means as
  • job rotation,
  • job enlargement,
  • job enrichment, and
  • contact with users of the product or service.

9
  • Other ways to motivate include
  • having high expectations of employees,
  • providing rewards that are valued,
  • relating rewards to performance,
  • treating employees as individuals,
  • encouraging employee participation, and
  • providing feedback, including praise.

10
Relationship between Motivation and Performance
  • Motivation Giving people incentives that cause
    them to act in desired ways.
  • The objective of motivating employees is to lead
    them to perform in ways that meet the goals of
    the department and the organization.
  • Because supervisors are largely evaluated on the
    basis of how well their group as a whole
    performs, motivation is an important skill for
    supervisors to acquire.

11
  • Employees ultimately decide how they are going to
    perform or not perform.
  • A supervisor can influence employees behavior
    through the use of rewards and other incentives.

  • Supervisors are a significant factor in creating
    the environment in which employees work.

12
  • Flextime a policy that grants employees some
    leeway in choosing which eight hours a day or
    which 40 hours a week to work.
  • Job sharing an arrangement in which two
    part-time employees share the duties of one
    full-time job.

13
  • Content theories of motivation focus on the
    content of the motivator.
  • Three researchers whose content theories of
    motivation are widely used are
  • Abraham Maslow,
  • David McClelland, and
  • Frederick Herzberg.

14
Maslow s Hierarchy of Needs
  • Maslow assumes that what motivates people is
    unmet needs.
  • According to Maslow, the needs that motivate
    people fall into five basic categories
  • physiological needs (the most basic need),
  • security needs,
  • social needs,
  • esteem needs, and
  • self-actualization needs (the highest-level
    need).

15
  • Physiological needs are the ones required for
    survival.
  • Security needs involve keeping oneself free from
    harm.
  • Social needs are the desire for love, friendship,
    and companionship.
  • Esteem needs are the need for self-esteem and the
    respect of others.
  • Self-actualization needs describe the desire to
    live up to ones full potential.
  • People may be seeking to meet more than one
    category of needs at a time.

16
McClellands Achievement-Power-Affiliation Theory
  • This motivation theory is based on the assumption
    that through life experiences, people develop
    various needs.
  • The three needs include
  • (1) The need for achievement
  • the desire to do something better than it has
    been done before.
  • (2) The need for power
  • the desire to control, influence, or be
    responsible for other people.
  • (3) The need for affiliation
  • the desire to maintain close and friendly
    personal relationships.

17
  • People have all of these needs to some extent.
  • The relative strength of the needs influences
    what will motivate a person.

18
Hertzbergs Two-Factor Theory
  • Employees satisfaction and dissatisfaction stem
    from different sources.
  • Dissatisfaction results from the absence of what
    Hertzberg calls hygiene factors.
  • salary
  • relationship with others
  • Satisfaction results from the presence of
    motivating factors.
  • opportunities

19
  • The supervisor has control of many of the
    motivating factors, including
  • recognition,
  • responsibility,
  • advancement, and
  • personal growth.

20
Process Theories of Motivation
  • Another way to explain motivation is to look at
    it as a process.
  • Two major process theories are expectancy-valence
    theory and reinforcement theory.

21
Vroom s Expectancy- Valence Theory
  • Victor Vroom assumes that people act as they do
    to satisfy needs they feel.
  • He sets out to explain what determines the
    intensity of peoples motivation.

22
  • He explains that motivation depends on two
    things
  • (1) Valence
  • the value a person places on the outcome of a
    particular behavior.
  • (2) Expectancy
  • the perceived probability that the behavior will
    lead to the outcome.

23
  • The strength of motivation equals the perceived
    value of the outcome times the perceived
    probability of the behavior resulting in the
    outcome.
  • In other words, people are most motivated to seek
    results they value highly and think they can
    achieve.

24
  • This theory is based on employees perceptions of
    rewards and whether they are able to achieve
    those rewards.
  • It is important to note that employees may place
    different values on rewards and their ability to
    achieve the outcome than does the supervisor.
  • Supervisors need to determine from the employees
    what is rewarding and what is possible to
    achieve.

25
Skinners Reinforcement Theory
  • B. F. Skinner says that people behave as they do
    because of the kind of consequences they
    experience as a result of their behavior.
  • Broadly speaking, people keep doing things that
    lead to consequences they like, and avoid doing
    things that have undesirable consequences.
  • For example, praise feels good, so people tend to
    do things that get them praised.

26
  • Supervisors can encourage or discourage a
    particular kind of behavior by the way they
    respond to the behavior.
  • Consequences can be thought of as
  • (1) Reinforcement
  • the desired consequence for behavior.
  • This term is used to indicate positive
    consequences for desired behavior.
  • This is also used to indicate the outcome for
    ceasing negative behavior.

27
  • (2) Punishment
  • an unpleasant consequence of a behavior a
    supervisor wants to end.
  • This is sometimes described as negative
    reinforcement

28
  • Behavior Modification The use of reinforcement
    and punishment to motivate people to behave in
    certain way.
  • For long term results, positive reinforcement is
    more effective than punishment.
  • Punishment can lead to what is called learned
    helplessness.
  • Employees who are repeatedly punished will
    eventually believe that they are unable to
    succeed.

29
  • Supervisors must consider individual differences
    in designing rewards.
  • What motivates one person may not motivate
    another.
  • Likewise, not all rewards are under the control
    of the supervisor.
  • Organizational policy, labor contracts, and laws
    may dictate what an employee may receive.

30
Financial Incentives
  • Some supervisors and other managers assume that
    the main thing employees want out of a job is
    money.
  • Based on the content theories of motivation, it
    makes sense to say that money motivates people
    when it meets their needs.
  • When a person has high financial demands and
    relatively low income, money may be a motivator.

  • If an individual is financially comfortable,
    nonfinancial rewards, such as a sense of
    accomplishment, are increasingly important.

31
Laffer Curver

Time at Work
32
Incentive Pay Plans
  • Financial Incentives Payments for meeting or
    exceeding objectives.

33
  • There are a variety of pay systems that include
    additional incentives for productivity of
    employees.
  • Included are
  • Piecework system.
  • Production bonus system
  • Commissions
  • Payments for suggestions
  • Group incentive plans
  • Gainsharing

34
Piecework system
  • Piecework System Payment according to the amount
    produced.
  • This system pays people according to how much
    they produce.
  • Piecework pay systems are usually
  • based on an individuals performance, but
  • may be based on the departments overall
    performance.
  • It is often used to pay independent contractors,
    for example, farm workers and independent writers.

35
Production bonus system
  • Employees in a production department may receive
    a basic wage or salary plus a bonus that consists
    of a payment for units produced.
  • This method has been used extensively in
    manufacturing.
  • It is less common today.
  • inconsistent with producing quality because it
    emphasizes quantity
  • often includes a quality factor where a bonus is
    paid on good units produced

36
Commissions
  • In a sales department, employees may earn
    commissions.
  • the payment linked to the amount of sales
    completed
  • Most organizations that pay a commission also pay
    a basic wage or salary.

37
Payments for suggestions
  • In companies with suggestion programs, employees
    are paid for suggestions for improvements.
  • Typically, for the employee to receive payment,
    the suggestion must be adopted or save some
    minimum amount of money.
  • A common practice is for payment to be linked to
    the saving realized.

38
Group incentive plans
  • The group incentive plan pays a bonus when the
    group as a whole exceeds some objective.
  • For example, a company may pay a bonus when a
    department, sales region, or other work unit
    meets sales goals.
  • The bonus may also depend on meeting
    organizational goals either by itself or in
    combination with work unit goals.

39
Gainsharing
  • An extension of the group incentive plan.
  • The company encourages employees to participate
    in making suggestions and decisions on how to
    improve the way the company or work group
    operates.
  • As performance improves, employees receive a
    share of the greater earnings.
  • Seeks to motivate through financial rewards and
    psychological rewards.

40
Pay Information
  • In our society money is considered a private
    matter, and most people dont talk about what
    they earn.
  • Does secrecy help or hurt?
  • To motivate employees, the organization must let
    them know what they hope to earn.
  • Organizations often publish pay ranges.

41
  • Making work interesting increases the likelihood
    of employees giving work their full attention and
    enthusiasm.
  • Some ways to make work more interesting are
  • job rotation,
  • job enlargement, and
  • job enrichment

42
Job rotation
  • Job rotation involves moving employees from job
    to job so as to give them more variety.
  • Job rotation requires that employees have
    relatively broad skills.
  • This means the supervisor and organization must
    provide for cross-training or training in the
    skills required to perform more than one job.
  • The opportunity to learn new skills can in itself
    motivate employees.

43
Job enlargement
  • Job enlargement means that duties are added to a
    job.
  • For example, in a factory a machine operator may
    be given the added task of setting up the
    machine.

44
Job enrichment
  • Job enrichment is the incorporation of motivating
    factors into a job.
  • The kinds of factors that are considered to
    enrich a job are the ones Herzberg called
    motivators.
  • Specific factors include
  • giving employees more responsibility to make
    decisions,
  • more recognition for good performance, and
  • making jobs more challenging.

45
  • When jobs are modified to make them more
    interesting, it is important for the organization
    and supervisor to remember that not all employees
    are motivated by the same things or at the same
    time.
  • Some employees will see job modification as a way
    to get them to do more for the same amount of
    money.
  • This may also be true of job rotation and job
    enlargement.

46
  • Another way to make work meaningful is to give
    employees some contact with the people who
    receive and use their products or services.
  • Sometimes the supervisor can arrange to have
    workers visit the users of the products or
    services.

47
  • For example, when a user of manufactured products
    is having trouble, a visit from employees may
    serve two purposes.
  • First, employees may be able to help the user of
    the product.
  • Second, employees will learn and understand more
    about the product from the users point of view.

48
The Pygmalion Effect
  • The Pygmalion effect is the direct relationship
    between expectations and performance.
  • This is similar to the well-used phrase of
    self-fulfilling prophesy.
  • When a supervisor relates the message that he or
    she does not expect employees to be able to
    accomplish a task, it is likely they wont.
  • However, if the supervisor conveys high
    expectations, employees are likely to succeed.

49
  • Providing rewards that are valued is very
    important.
  • The content theories of motivation indicate that
    a variety of rewards may motivate and that not
    all employees will value the same rewards at the
    same time.

50
  • The supervisors challenge is to determine what
    rewards will work for particular employees at
    particular times.
  • Although supervisors may not be able to control
    some rewards such as wages or benefits,
  • they have great freedom to administer rewards
    such as praise and recognition.
  • Supervisors may have discretion in job
    assignments and additional training
    opportunities.

51
  • Whatever rewards the supervisor uses, they should
    be recognized by the employee as linked to
    performance.
  • If there is a connection, employees should be
    aware of it and understand it.
  • Linking rewards to the achievement of realistic
    objectives is a way to help employees believe
    they can attain desired rewards.

52
  • If a supervisor is to succeed at motivating, he
    or she has to remember that employees will
    respond in varying ways.
  • As much as possible the supervisor should respond
    to individual differences.
  • Communication with employees is a necessary
    ingredient in learning about employees.
  • Encouraging employees to participate will help
    the supervisor learn more about the employee.
  • People also want to know how they are doing.

53
  • Feedback will provide the employee with
    information to help them move closer to
    accomplishing personal, department, and company
    goals.
  • This will also provide the supervisor with an
    opportunity to praise an employee.
  • The attention of the supervisor may also be
    motivating to the employee whether the feedback
    is positive or a corrective action.

54
  • Commissions Payment linked to the amount of
    sales completed.
  • Commissions may be the only source of pay, such
    as for sales personnel who sell real estate, or
    it may be a portion of an employees pay, such as
    in a department store where a small commission is
    added to wages.
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