Chapter 9, Stephen P. Robbins, Mary Coulter, and Nancy Langton, Fundamentals of Management, Fifth Canadian Edition Copyright 2008 Pearson Education Canada
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LEARNING OUTLINE
Follow this Learning Outline as you read and study this chapter
What Is Motivation?
Define motivation Explain motivation as a need-satisfying process
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Chapter 9, Stephen P. Robbins, Mary Coulter, and Nancy Langton, Fundamentals of Management, Fifth Canadian Edition Copyright 2008 Pearson Education Canada
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Describe how flexible work, job sharing, and telecommuting are part of work-life programs
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What Is Motivation?
Motivation The processes that account for an individuals willingness to exert high levels of effort to reach organizational goals, conditioned by the efforts ability to satisfy some individual need
Effort: a measure of intensity or drive Direction: toward organizational goals Need: personalized reason to exert effort Motivation works best when individual needs are compatible with organizational goals
Chapter 9, Stephen P. Robbins, Mary Coulter, and Nancy Langton, Fundamentals of Management, Fifth Canadian Edition Copyright 2008 Pearson Education Canada
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Motivation
Defined as the psychological forces within a person that determine:
1) direction of behaviour in an organization; 2) the effort or how hard people work; 3) the persistence displayed in meeting goals.
Tension
Drives
Theory Y
Employees can exercise self-direction, desire responsibility, and like to work
Motivation is maximized by participative decision making, interesting jobs, and good group relations
Chapter 9, Stephen P. Robbins, Mary Coulter, and Nancy Langton, Fundamentals of Management, Fifth Canadian Edition Copyright 2008 Pearson Education Canada
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Little Ambition
Theory X Employees
Dislike Work
Avoid Responsibility
Self-Directed
Theory Y Employees
Enjoy Work
Accept Responsibility
Figure 11.1: A comparison of McGregors theory X and theory Y Assumptions about Human Nature Prepared by Dr. Nguyen Huu Than
Reinforcement Theory
Needs Theory
People are motivated to obtain outcomes at work to satisfy their needs. A need is a requirement for survival and well being. To motivate a person:
1) Managers must determine what needs worker wants satisfied. 2) Ensure that a person receives the outcomes when performing well.
Hierarchy of needs
Lower-order (external): physiological, safety Higher-order (internal): social, esteem, self-actualization
Chapter 9, Stephen P. Robbins, Mary Coulter, and Nancy Langton, Fundamentals of Management, Fifth Canadian Edition Copyright 2008 Pearson Education Canada
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SelfActualization
Esteem Social
Safety
Physiological
Chapter 9, Stephen P. Robbins, Mary Coulter, and Nancy Langton, Fundamentals of Management, Fifth Canadian Edition Copyright 2008 Pearson Education Canada
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(Adapted)
Description
Realize ones full potential Feel good about oneself Social interaction, love Security, stability Food, water, shelter
Examples
Use abilities to the fullest Promotions & recognition Interpersonal relations, parties
Belongingness
Safety
Physiological
Lower level needs must be satisfied before higher needs are addressed.
Attempted to explain why job satisfaction does not result in increased performance
The opposite of satisfaction is not dissatisfaction, but rather no satisfaction
Chapter 9, Stephen P. Robbins, Mary Coulter, and Nancy Langton, Fundamentals of Management, Fifth Canadian Edition Copyright 2008 Pearson Education Canada
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Extremely Satisfied
Chapter 9, Stephen P. Robbins, Mary Coulter, and Nancy Langton, Fundamentals of Management, Fifth Canadian Edition Copyright 2008 Pearson Education Canada
Dissatisfaction
No Dissatisfaction
No Job Satisfaction
Job Satisfaction
Environment
Pay Status Security Working conditions Fringe benefits Policies and administration practices Interpersonal relations
The Job
Meaningful and challenging work Recognition for accomplishment Feeling of achievement Increased responsibility Opportunities for growth and advancement The Job itself
Chapter 9, Stephen P. Robbins, Mary Coulter, and Nancy Langton, Fundamentals of Management, Fifth Canadian Edition Copyright 2008 Pearson Education Canada
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Maslows Hierarchy
Self-Actualization Needs
Realizing ones potential growth using creative talents
Herzbergs Motivators
Achievement Work itself Recognition Responsibility Opportunity for Growth and Advancement
Esteem Needs
Achievement recognition and status
Social Needs
Love, belonging, affiliation, acceptance
Safety Needs
Protection against danger, freedom from fear, security
Physiological Needs
Survival needs, air, water, clothing, shelter, and sex
Chapter 9, Stephen P. Robbins, Mary Coulter, and Nancy Langton, Fundamentals of Management, Fifth Canadian Edition Copyright 2008 Pearson Education Canada
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Power (nPow)
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Expectancy Theory
Individual Effort 1 Individual Performance 2 Organizational Rewards
1. Effort-performance relationship
2. Performance-rewards relationship
3. Attractiveness relationship
Figure 10.10: Simplitied Expectation Theory (289)
Individual Goals
Valence - the value an individual places on a specific outcome. Expectancy theory can be stated mathematically as follows:
Both factors must be present before a high level of motivation can occur. In other
words, a high expectancy or a high valence alone will not ensure motivation. For
example, if an employee had a low expectancy (perceived little chance) of
receiving a pay increase but placed a high value on money, the employee would
not be highly motivated to work hard to obtain the increase.
P Expectancy
0 Expectancy
What is the probability that I can perform at the required level if I try?
What is the probability that my good performance will lead to desired outcomes?
Effort
Performance
Figure 11.5: Basic Components of Expectancy Theory Source: Kathryn M. Bartol and David C. Martin, Management (New York: McGraw-Hill, Inc.,1994) p. 386.
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Chapter 9, Stephen P. Robbins, Mary Coulter, and Nancy Langton, Fundamentals of Management, Fifth Canadian Edition Copyright 2008 Pearson Education Canada
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Performancereward
The belief that performing at a particular level will lead to the attainment of a desired outcome
Attractiveness
The importance placed on the potential outcome or reward that can be achieved on the job.
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Instrumentality
The perception that a particular level of performance will result in attaining a desired outcome (reward)
Valence
The attractiveness/importance of the performance reward (outcome) to the individual
Chapter 9, Stephen P. Robbins, Mary Coulter, and Nancy Langton, Fundamentals of Management, Fifth Canadian Edition Copyright 2008 Pearson Education Canada
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Make sure employees have skills for the task. Provide training. Assign reasonable tasks and goals.
Observe and recognize performance. Deliver rewards as promised. Indicate to employees how previous good performance led to greater rewards.
Ask employees what rewards they value. Give rewards that are valued.
Chapter 9, Stephen P. Robbins, Mary Coulter, and Nancy Langton, Fundamentals of Management, Fifth Canadian Edition Copyright 2008 Pearson Education Canada
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(contd)
Equity theory (Adams)
Employees perceive what they get from a job situation
(outcomes) in relation to what they put into it (inputs) and then compare their input-outcome ratio with the inputoutcome ratios of relevant others.
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Employees are concerned with both the absolute and relative nature of organizational rewards
Chapter 9, Stephen P. Robbins, Mary Coulter, and Nancy Langton, Fundamentals of Management, Fifth Canadian Edition Copyright 2008 Pearson Education Canada
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Equity Theory
Perceived Ratio Comparison*
Outcomes A Inputs A Outcomes A Inputs A = < Outcomes B Inputs B Outcomes B Inputs B > Equity
Employees Assessment
Inequity (Under-Rewarded)
Outcomes A
Inputs A
*Where
Outcomes B
Inputs B
Inequity (Over-Rewarded)
Person 1 s Perception
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Equity Theory
When employees perceive an inequity they may:
Distort either their own or others inputs or outcomes. Behave so as to induce others to change their inputs or outcomes. Behave so as to change their own inputs or outcomes. Choose a different comparison referent. Quit their job.
Copyright 2005 Prentice Hall, Inc. All rights reserved.
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Chapter 9, Stephen P. Robbins, Mary Coulter, and Nancy Langton, Fundamentals of Management, Fifth Canadian Edition Copyright 2008 Pearson Education Canada
Reinforcement Theory
Reinforcement theory looks at the relationship between behaviour and its consequences.
Positive Reinforcement: people get desired outcomes when they perform needed work behaviours.
Positive reinforcers: pay raises, promotions.
Negative Reinforcement: manager eliminates undesired outcomes once the desired behaviour occurs.
Worker performs to avoid an undesired outcome (Work harder or you are fired).
In both types of reinforcement, managers must be careful to link the right behaviours by workers to what the organization needs.
Reinforcement Theory
Extinction: used when workers are performing behaviour detrimental to the firm.
Manager does not reward the behaviour and over time, the worker will stop performing it.
Punishment: used when the manager does not control the reward the worker receives (perhaps it is outside the job).
Manager administers an undesired consequence to worker (verbal reprimands to pay cuts). Punishment can lead to unexpected side-effects such as resentment, and should be used sparingly.
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Skill Variety
Task Identity Task Significance
Autonomy
Feedback
Source: J.R. Hackman and J.L. Suttle (eds.). Improving Life at Work (Glenview, IL: Scott, Foresman, 1977). With permission of the authors.
Chapter 9, Stephen P. Robbins, Mary Coulter, and Nancy Langton, Fundamentals of Management, Fifth Canadian Edition Copyright 2008 Pearson Education Canada
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Task identity
The degree to which the job requires completion of a whole and identifiable piece of work
Task significance
The degree to which the job affects the lives or work of other people
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Feedback
The degree to which carrying out the work activities required by the job results in the individuals obtaining direct and clear information about the effectiveness of his or her performance
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Core Job Dimension Skill v ariety Task identity Task signif icance Autonomy Feedback
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Chapter 9, Stephen P. Robbins, Mary Coulter, and Nancy Langton, Fundamentals of Management, Fifth Canadian Edition Copyright 2008 Pearson Education Canada
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Recognize differences
People are Different
Accommodate
Cultural Differences
Chapter 9, Stephen P. Robbins, Mary Coulter, and Nancy Langton, Fundamentals of Management, Fifth Canadian Edition Copyright 2008 Pearson Education Canada
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Pay-for-performance
Variable compensation plans that reward employees on the basis of their performance:
Piece rates, wage incentives, profit-sharing, and lump-sum bonuses
Chapter 9, Stephen P. Robbins, Mary Coulter, and Nancy Langton, Fundamentals of Management, Fifth Canadian Edition Copyright 2008 Pearson Education Canada
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Compensation Alternatives
Broad-banding
Pre-set pay level, based on the degree to which competencies exist and allow an employee to contribute to the organization.
Competency-based compensation
A program that pays and rewards employees on the basis of skills, knowledge, or behaviors they possess
Stock options
A program that allows employees to purchase company stock at a fixed price and profit when company performance increases its stock value.
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Competency-Based Compensation
Skills
Knowledge
Abilities
Behaviour
i.e.: leadership, decision making, problem solving, etc.
Chapter 9, Stephen P. Robbins, Mary Coulter, and Nancy Langton, Fundamentals of Management, Fifth Canadian Edition Copyright 2008 Pearson Education Canada
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Pay-for-Performance
Piece rate
Gainsharing
Wage-incentive
Profit-sharing
Bonuses
Job Sharing
Two or more people split a full-time job
Telecommuting
Employees work from home using computer links
Chapter 9, Stephen P. Robbins, Mary Coulter, and Nancy Langton, Fundamentals of Management, Fifth Canadian Edition Copyright 2008 Pearson Education Canada
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