Employee Engagement and

Motivation at DHL Express

5 DHL Express, the courier

division of Germanys
Deutsche Post, has been
building a workforce of
highly engaged employees
in Africa (shown here) and
Foundations of globally. Motivated and
Employee engaged employees are
Motivation crucial to the success of any
business, says a DHL Express
executive.
Copyright 2015 McGraw-Hill Education. All rights reserved. No
reproduction or distribution without the prior written consent of
McGraw-Hill Education. 5-2

Motivation Defined Employee Engagement

The forces within a person
Both emotional and
that affect the direction,
cognitive motivation
intensity, and persistence
of voluntary behavior Focused, intense, persistent,
purposive effort toward
Motivated employees are
goals
willing to exert a particular
level of effort (intensity), for High level of absorption
a certain amount of time (focus)
(persistence), toward a
particular goal (direction) High self-efficacy

5-3 5-4

Drives and Needs Drives and Needs

Drives (primary needs) Needs
Hardwired brain activity (neural states) that energize Goal-directed forces that people experience.
individuals through generation of emotions to correct We channel emotional forces toward specific goals
deficiencies and maintain equilibrium
Goals formed by self-concept, social norms, and experience
Prime movers of behavior -- activate emotions that put us in a
state of readiness

Self-concept, social norms, Self-concept, social norms,

and past experience and past experience

Drives Decisions and Drives Decisions and

Needs Needs
and Emotions Behavior and Emotions Behavior

5-5 5-6

1
Maslows Needs Hierarchy Maslows Contribution to
Theory Motivation
Seven categories five in a Need to Holistic perspective
know
hierarchy -- capture most Self- Study multiple needs
needs actual-
ization Need for
together
beauty
Lowest unmet need is Esteem
Humanistic perspective
strongest -- when satisfied, Influence of social
next higher need becomes Belongingness
dynamics, not just instinct
primary motivator
Positive perspective
Model lacks empirical support Safety Self-actualization (growth
Main problem: Needs needs)
hierarchy is unique to each Physiological Foundation of positive OB
person, not universal Abraham Maslow

5-7 5-8

Learned Needs Theory Three Learned Needs

Needs are amplified or suppressed through Need for achievement (nAch)
self-concept, social norms, and past Want to accomplish reasonably challenging goals
experience Desire clear feedback, moderate risk tasks

Therefore, needs can be learned Need for affiliation (nAff)

Seek approval from others, conform to others
strengthened through reinforcement, learning, and
wishes, avoid conflict
social conditions
Effective decision makers have low nAff
Need for power (nPow)
Desire to control ones environment
Personalized versus socialized power

5-9 5-10

Four Drive Theory How Four Drives Motivate

Drive to acquire: seek, acquire, Drive to comprehend: satisfy our 1. Four drives determine which emotions are automatically tagged to
control, retain objects or curiosity, know and understand incoming sensory information
experiences ourselves and the environment 2. Emotions are usually nonconscious, but become conscious experiences
when sufficiently strong or conflict with each other
Drive to bond: form social Drive to defend: protect ourselves
relationships and develop mutual physically and socially 3. Mental skill set relies on social norms, personal values, and experience to
caring commitments with others transform drive-based emotions into goal-directed choice and effort.

Drive to Social Personal Past Drive to Social Personal Past

Acquire norms values experience Acquire norms values experience

Drive to Drive to
Bond Mental skill set resolves Bond Mental skill set resolves
Goal-directed Goal-directed
competing drive demands choice and effort competing drive demands choice and effort
Drive to Drive to
Comprehend Comprehend

Drive to Drive to
Defend Defend

5-11 5-12

2
 Expectancy Theory of
Four Drive Theory Implications Motivation

Provide a balanced opportunity for E-to-P Expectancy P-to-O Expectancy Valence

employees to fulfill all four drives Probability a specific Probability a specific
performance level
Anticipated
satisfaction from
effort level will result
Employees continually seek fulfillment of drives in a specific level of
performance
will result in specific
outcomes
the outcome

Keep fulfillment of all four drives in balance

Avoid conditions supporting one drive more than others
Outcome 1 +/

Effort Performance Outcome 2 +/

Outcome 3 +/

5-13 5-14

Expectancy Theory in Practice A-B-Cs of Behavior Modification

Increasing E-to-P Expectancies
Hire, train, and match people to job requirements Antecedents Behavior Consequences
Provide role clarity and sufficient resources
Provide behavioral modeling and coaching What happens What person What happens
before behavior says or does after behavior
Increasing P-to-O Expectancies
Measure performance accurately
Explain how rewards are linked to performance Example
Explain how rewards are caused by past performance
Increasing Outcome Valences Warning Machine Co-workers
Ensure that rewards are valued light operator turns thank
Individualize rewards flashes off power operator
Minimize countervalent outcomes

5-15 5-16

Reinforcing Behavior
Four OB Mod Consequences Through Gamification
Positive reinforcement when Deloitte Touche Tohmatsu
reinforcer (consequence) is
employees earn badges for
introduced, the behavior is
increased/maintained documenting meetings and
Punishment when introduced, completing online learning
the frequency or probability of modules. Earned badges are
the behavior decreases posted on leader boards, which
Negative reinforcement when further motivates them through
this consequence is removed,
friendly competition and status.
behavior is increased/maintained
Extinction behavior decreases
when no consequence occurs

5-17 5-18

3
Social Cognitive Theory
Learning behavior outcomes
Observing consequences that others experience
Anticipate consequences in other situations
Effective Goal Setting Features
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)

Behavior modeling
Observing and modeling behavior of others Relevant within employees control

Self-regulation Time-framed due date and when assessed

We engage in intentional, purposive action
We set goals, set standards, anticipate
consequences
We reinforce our own behavior (self-reinforcement)
Exciting employee commitment, not just compliance
Reviewed feedback and recognition on goal progress
and accomplishment

5-19 5-20

Characteristics of Effective
Balanced Scorecard Feedback
Organizational-level goal setting and Specific connected to goal details
feedback
Relevant Relates to persons behavior
Usually financial, customer, internal, and
Timely links actions to outcomes
learning/growth process goals
Credible trustworthy source
Several goals within each process
Sufficiently frequent
Employees knowledge/experience
Task cycle

5-21 5-22

Strengths-Based Coaching Sources of Feedback

Builds on employees Social sources -- feedback directly from others
strengths rather than trying e.g., boss, customers, multisource
to correct weaknesses Nonsocial sources -- feedback not conveyed
Motivational because: directly by people
People inherently seek e.g., electronic displays, customer survey results
feedback about their Preferred feedback source:
strengths, not their flaws
Nonsocial feedback for goal progress feedback
Persons interests, considered more accurate
preferences, and negative feedback less damaging to self-esteem
competencies stabilize
Social sources for conveying positive feedback
over time
Enhances employees self-esteem

5-23 5-24

4
Organizational Justice Equity Theory
Distributive justice Your Own Comparison Others
Perceived fairness in Outcome/Input Ratio Outcome/Input Ratio

outcomes we receive
relative to our contributions
Own outcomes Others outcomes
and the outcomes and
Compare
contributions of others own ratio with
Others ratio
Procedural justice Own inputs Others inputs
Perceived fairness of the
procedures used to decide
the distribution of resources
Perceptions of
equity or inequity

5-25 5-26

Elements of Equity Theory Correcting Inequity Tension

Actions to correct
Outcome/input ratio underreward inequity Example
inputs -- what employee contributes (e.g., skill)
Reduce our inputs Less organizational citizenship
outcomes -- what employee receives (e.g., pay)
Increase our outcomes Ask for pay increase
Comparison other
Increase others inputs Ask coworker to work harder
person/people whom we compare our ratio
Ask boss to stop giving preferred
Reduce others outputs
not easily identifiable treatment to coworker
Start thinking that coworkers perks
Change our perceptions
Equity evaluation arent really so valuable
Compare self to someone closer to
Compare ratio with the comparison other Change comparison other
your situation

Leave the field Quit job

5-27 5-28

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

5-29