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›

 

2 Employee performance depends on

motivation to perform×
‡ Motivation leads to good performance when it
is accompanied by
‡ ability,
‡ skills,
‡ equipment,
‡ supplies, and
‡ time.
2 he chapter includes many theories of
motivation.
‡ Content theories of motivation attempt to
identify what things motivate people.
‡ Maslow¶s hierarchy of needs,
‡ McClelland¶s theory of achievement, power,
and affiliation needs, and
‡ Herzberg¶s two-factor theory of motivation are
explained.
2 rocess theories look at the process of
motivation rather than specific
motivators.
‡ Included are
‡ Vroom¶s expectancy-valence theory, and
‡ Skinner¶s reinforcement theory.
2 ull of the theories depend on the
individual¶s perception of what is a
valued motivator.
‡ What will be perceived as a motivator
depends on the individual¶s needs.
2 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.
2 Several financial incentives are discussed,
including
‡ piecework systems,
‡ production bonus systems,
‡ commissions,
‡ suggestion plans,
‡ group incentive plans,
‡ profit-sharing, and
‡ gainsharing.
2 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.
2 ther 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.
è

  


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2 Motivation: Giving people incentives that
cause them to act in desired ways.
2 he objective of motivating employees is to
lead them to perform in ways that meet the
goals of the department and the organization.
2 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.
2 Employees ultimately decide how they
are going to perform or not perform.
‡ u 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.
2 Flextime: a policy that grants employees
some leeway in choosing which eight
hours a day or which 40 hours a week to
work.
2 Job sharing: an arrangement in which
two part-time employees share the
duties of one full-time job.
2 rContent theories´ of motivation focus on
the content of the motivator.
2 hree researchers whose content
theories of motivation are widely used
are
‡ ubraham Maslow,
‡ David McClelland, and
‡ Frederick Herzberg.
|


  
2 Maslow assumes that what motivates people is
unmet needs.
2 uccording 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).
‡ hysiological 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
one¶s full potential.
‡ eople may be seeking to meet more than one category
of needs at a time.
|›
 




 
2 his motivation theory is based on the
assumption that through life experiences,
people develop various needs.
‡ he three needs include:
‡ (1) he need for achievement
‡ the desire to do something better than it has been done
before.
‡ (2) he need for power
‡ the desire to control, influence, or be responsible for other
people.
‡ (3) he need for affiliation
‡ the desire to maintain close and friendly personal
relationships.
2 eople have all of these needs to some
extent.
2 he relative strength of the needs
influences what will motivate a person.




 
2 Employees¶ satisfaction and
dissatisfaction stem from different
sources.
‡ Dissatisfactionresults from the absence of
what Hertzberg calls à

.
‡ salary
‡ relationship with others
‡ Satisfaction results from the presence of

 

.
‡ opportunities
2 he supervisor has control of many of
the motivating factors, including
‡ recognition,
‡ responsibility,
‡ advancement, and
‡ personal growth.
 |



2 unother way to explain motivation is to
look at it as a process.
2 wo major process theories are
expectancy-valence theory and
reinforcement theory.
G

 G

 
2 Victor Vroom assumes that people act
as they do to satisfy needs they feel.
2 He sets out to explain what determines
the intensity of people¶s motivation.
2 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.
2 he 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 think they
can achieve.
2 his 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.
^  
 
2 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.
2 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.
‡ his term is used to indicate positive
consequences for desired behavior.
‡ his is also used to indicate the outcome for
ceasing negative behavior.
‡ (2) unishment
‡ an unpleasant consequence of a behavior a
supervisor wants to end.
‡ his is sometimes described as negative
reinforcement
2 Ñ

 
: he use of
reinforcement and punishment to
motivate people to behave in certain
way.
‡ For long term results, positive reinforcement
is more effective than punishment.
‡ unishment can lead to what is called 6
à6 6.
‡ Employees who are repeatedly punished will
eventually believe that they are unable to succeed.
2 Supervisors must consider individual
differences in designing rewards.
‡ What motivates one person may not motivate
another.
2 Likewise, not all rewards are under the
control of the supervisor.
‡ rganizational policy, labor contracts, and
laws may dictate what an employee may
receive.


!

2 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.
o
› 



!



2 º   
  ayments for meeting
or exceeding objectives.
2 here are a variety of pay systems that include
additional incentives for productivity of
employees.
‡ Included are:
‡ iecework system.
‡ roduction bonus system
‡ Commissions
‡ ayments for suggestions
‡ Group incentive plans
‡ Gainsharing

 

2   
 ayment according
to the amount produced.
2 his system pays people according to
how much they produce.
‡ iecework pay systems are usually
‡ based on an individual¶s performance, but
‡ may be based on the department¶s overall
performance.
‡ It is often used to pay independent contractors, for
example, farm workers and independent writers.
 
 

2 Employees in a production department may
receive a basic wage or salary plus a bonus
that consists of a payment for units produced.
‡ his 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
›
2 In a sales department, employees may
earn commissions.
‡ the payment linked to the amount  sales
completed
‡ Most organizations that pay a commission also pay
a basic wage or salary.


 

2 In companies with suggestion programs,
employees are paid for suggestions for
improvements.
‡ ypically, for the employee to receive
payment, the suggestion must be adopted or
save some minimum amount of money.
‡ u common practice is for payment to be
linked to the saving realized.
 


2 he 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.
‡ he bonus may also depend on meeting
organizational goals either by itself or in
combination with work unit goals.



2 un extension of the group incentive plan.
‡ he company encourages employees to
participate in making suggestions and
decisions on how to improve the way the
company or work group operates.
‡ us performance improves, employees
receive a share of the greater earnings.
‡ Seeks to motivate through financial rewards and
psychological rewards.

!


2 In our society money is considered a
private matter, and most people don¶t
talk about what they earn.
2 Does secrecy help or hurt?
‡ o motivate employees, the organization must
let them know what they hope to earn.
‡ rganizations often publish pay ranges.
2 Making work interesting increases the
likelihood of employees giving work their
full attention and enthusiasm.
2 Some ways to make work more
interesting are
‡ job rotation,
‡ job enlargement, and
‡ job enrichment
[




2 [

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



2 [
6
  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.
[
 

2 [
à  is the incorporation of
motivating factors into a job.
‡ he 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.
2 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.
‡ his may also be true of job rotation and job
enlargement.
2 unother 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.
2 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.
 


2 à
6
 the direct relationship
between expectations and performance.
‡ his is similar to the well-used phrase of rself-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 won¶t.
‡ However, if the supervisor conveys high expectations,
employees are likely to succeed.
2 roviding rewards that are valued is very
important×
2 he 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.
2 he supervisor¶s challenge is to determine
what rewards will work for particular
employees at particular times.
‡ ulthough 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.
2 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.
2 If a supervisor is to succeed at motivating, he
or she has to remember that employees will
respond in varying ways.
2 us 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.
‡ eople also want to know how they are doing.
2 Feedback will provide the employee with
information to help them move closer to
accomplishing personal, department, and
company goals.
2 his will also provide the supervisor with an
opportunity to praise an employee.
2 he attention of the supervisor may also be
motivating to the employee whether the
feedback is positive or a corrective action.
2 Commissions: ayment linked to the
amount of sales completed.
2 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 employee¶s pay, such as in a
department store where a small
commission is added to wages.