MOTIVATING FOR PERFORMANCE

1. MOTIVATING FOR PERFORMANCE Chapter 13 Bateman and Snell

2. Learning Objectives • After studying Chapter 13, you will know: • the kinds of behaviors managers need to motivate in people • how to set challenging, motivating goals • how to reward good performance • the key beliefs that affect people’s motivation • the ways in which people’s individual needs affect their behavior • how to create a motivating, empowering job • how people assess fairness • the causes and consequences of a satisfied workforce

3. Motivating For Performance • Motivation • forces that energize, direct, and sustain a person’ efforts • highly motivated people, with adequate ability and understanding of the job, will be highly productive • managers must know what behaviors they want to motivate people to exhibit

4. Behaviors That Companies Want Employees To Exhibit Join the organization Exhibit good citizenship Remain in the organization Achieve high output Come to work regularly Companies must motivate workers to:

5. Setting Goals • Goal setting theory • people have conscious goals that energize them and direct their thoughts and behaviors toward one end • Goals that motivate should be • acceptable to employees • challenging but attainable • specific, quantifiable, and measurable • feedback should be provided • Limitations of goal setting • individualized goals create can reduce cooperation • single productivity goals interfere with other dimensions of performance

6. Reinforcing Performance • Law of effect • behavior that is followed by positive consequences will be repeated • Reinforcers • positive consequences that motivate behavior • Organizational behavior modification (OB Mod) • application of reinforcement theory in organizational settings • influences people’s behavior through the control of consequences of people’s actions

7. Reinforcing Performance (cont.) • Consequences of behavior • positive reinforcement - applying valued consequences that increase the likelihood that a person will repeat the behavior that led to it • negative reinforcement - removing or withholding an undesirable consequence • can involve the threat of punishment • punishment - administering an aversive consequence or withdrawing a reinforcer • extinction - withdrawing or failing to provide a reinforcing consequence

8. Reinforcement and Punishment • Immediately After Behavior • Present Withdraw • Positive Positive Punishment • Reinforcer Reinforcement • Negative Punishment Negative • Reinforcer Reinforcement

9. The Consequences Of Behavior Positive reinforcement or negative reinforcement Same behavior likely to be repeated Punishment or extinction Same behavior less likely to be repeated Behavior

10. Performance-Related Beliefs Expectancy model proposes that people behave based on the perception that their effort will lead to valued outcomes expectancy - employees’ perception of the likelihood that their efforts will enable them to attain their performance goals instrumentality - perceived likelihood that performance will be followed by a particular outcome valence - value an outcome holds for the person contemplating it for motivation to be high, expectancy, instrumentalities, and total valence of all outcomes must all be high

11. Performance-Related Beliefs (cont.) Expectancy theory (cont.) managerial implications of expectancy theory increase expectancies identify positively valent outcomes make performance instrumental toward positive outcomes

12. Expectancy Model • Effort  Performance  Outcomes • Expectancy = Effort  Performance • Training, abilities, role perceptions have an effect on expectancy • Instrumentality=PerformanceOutcomes • Valence = Importance of Outcomes

13. Understanding People’s Needs Content theories indicate the kinds of needs that people want to satisfy the extent to which a person’s needs are met or not met affect her/his behavior on the job Maslow’s need hierarchy human needs are organized into five major types physiological - food, water, sex, and shelter safety or security - protection against threat and deprivation social - friendship, affection, belonging, and love ego - independence, achievement, freedom, recognition, and self-esteem self-actualization - realizing one’s potential

14. 14.8 Maslow’s Hierarchy of Needs Self- Actualization Esteem/Ego Affiliation/ Social Security/Safety Physiological Adapted from Figure 14.4

15. Understanding People’s Needs (cont.) Maslow’s need hierarchy (cont.) postulates that people satisfy these needs one at a time, from bottom to top people motivated to satisfy lower needs before they try to satisfy higher needs once satisfied, a need is no longer a powerful motivator not altogether accurate theory of human motivation nonetheless, made three major contributions identified important need categories helped to think in terms of lower- and higher-level needs increased salience of personal growth and self-actualization

16. Alderfer’s ERG theory postulates that people have three basic need sets Existence needs - material and physiological desires Relatedness needs - involve relationships with other people Growth needs - motivate people to productivity or creativity postulates that several different needs can be operating at once both theories remind managers of the types of reinforcers or rewards that can be used to motivate people Understanding People’s Needs (cont.)

17. Comparison Of Maslow’s Need Hierarchy And ERG Theory Self- actualization Growth Ego Relatedness Social Safety Existence Physiological Maslow Alderfer

18. Understanding People’s Needs (cont.) McClelland’s needs achievement - strong orientation toward accomplishment, success and goal attainment affiliation - strong desire to be liked by other people power - desire to influence or control other people personalized power - negative force expressed through the manipulation and exploitation of others socialized power - channeled toward the constructive improvement of organizations and societies Need theories: International perspectives need importance varies from country to country not all people are motivated by the same needs

19. Designing Motivating Jobs (cont.) Herzberg’s two-factor theory hygiene factors - characteristics of the workplace make people unhappy will not make people truly satisfied motivators - characteristics of the job itself when present, jobs presumed to be both satisfying and motivating theory has been widely criticized nevertheless, highlights the distinction between extrinsic and intrinsic rewards reminds managers that worker motivation depends on more than extrinsic rewards

20. Designing Motivating Jobs Job rotation changing from one routine task to another to alleviate boredom can benefit everyone when done properly Job enlargement giving people additional tasks at the same time to alleviate boredom additional tasks at the same level of responsibility Job enrichment changing a task to make it inherently more rewarding, motivating, and satisfying adds higher levels of responsibility

21. Designing Motivating Jobs (cont.) The Hackman and Oldham model of job design three critical psychological states meaningfulness - believe that work is important responsibility - feel personally responsible for the work knowledge of results - know how well the job was performed psychological states produced by five core job dimensions skill variety - different job activities involving several skills task identity - completion of a whole, identifiable piece of work task significance - important impact on the lives of others autonomy - independence and discretion in making decisions feedback - information about job performance

22. Designing Motivating Jobs (cont.) The Hackman and Oldham model of job design (cont.) effective job enrichment increases all five core dimensions effectiveness of a job enrichment program depends on a person’s growth need strength growth need strength - degree to which individuals want personal and psychological development

23. 14.6 Hackman & Oldham Job-Enrichment Model Five Job Characteristics Skill variety Task identity Task significance Feedback Autonomy Three Critical Psychological States Growth Need Strength Experiencedmeaningfulness of work Experiencedresponsibility for work outcomes Knowledge of actual work results Personal and Work Outcomes High quality work performance High internal work motivation High satisfaction with the work Low absenteeism and turnover Adapted from Figure 14.3

24. Designing Motivating Jobs (cont.) Empowerment process of sharing power with employees enhances beliefs about being influential contributors employees perceive meaning in work employees feel competent employees derive a sense of self-determination employees believe they have an impact on important decisions empowering environment provides information required to perform at one’s best knowledge available about how to use the information employees have the power to make decisions employees receive rewards for contributions

25. Actions That Empower Employees Increase signature authority at all levels Reduce the number of rules Reduce the number of approval steps Assign nonroutine jobs Provide more freedom of access to people Allow independent judgment Provide more freedom of access to resources Define jobs more broadly as projects Specific Actions To Empower

26. Equity Theory • Social comparisons SELF OTHER(S) outcomes/inputs : outcomes/inputs Outcomes = pay, recognition, use abilities Inputs = education, performance, effort

27. Reactions to Inequity • Reduce inputs – less effort, absenteeism, play computer games • Increase outcomes – ask for raise, theft, absenteeism • Decrease outcomes for others • Modify comparison • Leave – find a more equitable job • Distort reality

28. Achieving Fairness (cont.) Fair process procedural justice - using a fair process in decision making and making sure others know that the process was as fair as possible fair processes make unfair outcomes more palatable explain how a decision is made make an unbiased decision offer a chance to voice complaints collaborate in making decision

29. Equity Sensitivity • The questions below ask what you’d like for your relationship to be with any organization for which you might work. On each question, divide 10 points between the two choices (choice A and choice B) by giving the most points to the choice that is most like you and the fewest points to the choice that is least like you. You can, if you’d like, give the same number of points to both choices (for example, 5 points to choice A and 5 points to choice B). And you can use zeros if you like. • Just be sure to allocate all 10 points per question between each pair of possible responses.

30. In any organization I might work for:  1. I would be more important for me to: • __________ A. Get from the organization • __________ B. Give to the organization 2. It would be more important for me to: • __________ A. Help others • __________ B. Watch out for my own good 3. I would be more concerned about what I: • __________ A. received from the organization • __________ B. contributed to the organization

31. In any organization I might work for: 4. The hard work I would do should: • __________ A. Benefit the organization • __________ B. Benefit me 5. My personal philosophy in dealing with the organization would be: • __________ A. If I don’t look out for myself, nobody else will • __________ B. It’s better for me to give than to receive

32. Scoring • Add the total points for: • 1. b. • 2. a. • 3. b. • 4. a. • 5. b.

33. Scoring • Percentile • 32 and higher 10% Benevolents • 29 and higher 20% • 26 and higher 40% • 24 to 26 Sensitives • 24 and lower 40% • 21 and lower 20% • 17 and lower 10% Entitleds

34. New Perspectives on Equity Theory Equity Sensitive I prefer an equity ratio equal to that of my comparison other

35. EQUITY SENSITIVITY • Equity Sensitives • outcomes/inputs (self) = outcomes/inputs (other) • Consistent with original concept of equity • Dissatisfied with under-reward and over-reward

36. New Perspectives on Equity Theory I am comfortable with an equity ratio less than that of my comparison other Benevolent

37. BENEVOLENTS • Prefer higher ratio of inputs to outcomes • Place more emphasis on intrinsic outcomes • Prefer meaningful work, challenge, achievement • Willing to produce more at a lower salary

38. New Perspectives on Equity Theory Entitled I am comfortable with an equity ratio greater than that of my comparison other

39. ENTITLEDS • Prefer higher outcome to input ratio than others • Place more importance on extrinsic outcomes • Emphasize pay, fringe benefits, security • More sensitive to underpayment

40. Job Satisfaction Correlates of job satisfaction job satisfaction is unrelated to job performance the greater the job dissatisfaction: the higher turnover the higher absenteeism the lower corporate citizenship the more grievances and lawsuits the higher the probability of a strike the more likely that stealing and/or vandalism will occur the poorer the mental and physical health of the workers

41. Job Satisfaction (cont) • Quality of work life (QWL) • programs designed to create a workplace that enhances employee well-being • organizations differ drastically in their attention to QWL

42. Job Satisfaction (cont.) Psychological contracts a set of perceptions of what employees owe their employers, and what their employers owe them has important implications for employee satisfaction/motivation Contributions provided by the employee Contributions promised by the employee Benefits provided by the organization Benefits promised by the organization versus

43. Categories Of Quality Of Life Adequate and fair compensation Safe and healthy environment Socially responsible organizational actions Jobs develop human capacities Minimum infringe- ments on personal and family needs Chance for personal growth and security Constitutionalism Supportive social environment Quality of Work Life