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Nickels McHugh McHugh

10-2. An INTRINSIC REWARD is the personal satisfaction you feel when you perform well and complete goals. An EXTRINSIC REWARD is something given to you by someone else as recognition for good work; extrinsic rewards include pay increases, praise, and promotions.. 10-3. Intrinsic vs. Extrinsic Rewards.

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Nickels McHugh McHugh

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    1. 10-1 Nickels McHugh McHugh

    2. 10-2 See Learning Goal 2: Describe the Hawthorne studies, and relate their significance to management. See text pages: 262-263See Learning Goal 2: Describe the Hawthorne studies, and relate their significance to management. See text pages: 262-263

    3. 10-3 Intrinsic vs. Extrinsic Rewards Also available on a Transparency Acetate See Learning Goal 1: Explain Taylor’s scientific management. See text page: 260 Intrinsic vs. Extrinsic Rewards This slide illustrates visually to students that intrinsic rewards come from within an individual, whereas extrinsic rewards come from outside a person. Intrinsic means from within, when you have a drive to succeed whereby workers are motivated by purpose, passion, and mission. Extrinsic rewards are often temporary and driven by money, recognition and results. Explain to the students that intrinsic rewards are long-lasting and managers should promote the following environment to foster those feelings: Work is more fun. Employees know the work they do is meaningful and worthwhile. Problems are viewed as challenges, not as restraints. It’s OK for employees to try new ways of doing tasks and to do new tasks that interest them. Employees know when they’ve done a good job. Empowerment increases motivation by giving the authority to set goals, make decisions, and solve problems. (Source: Issacous)Also available on a Transparency Acetate See Learning Goal 1: Explain Taylor’s scientific management. See text page: 260 Intrinsic vs. Extrinsic Rewards This slide illustrates visually to students that intrinsic rewards come from within an individual, whereas extrinsic rewards come from outside a person. Intrinsic means from within, when you have a drive to succeed whereby workers are motivated by purpose, passion, and mission. Extrinsic rewards are often temporary and driven by money, recognition and results. Explain to the students that intrinsic rewards are long-lasting and managers should promote the following environment to foster those feelings: Work is more fun. Employees know the work they do is meaningful and worthwhile. Problems are viewed as challenges, not as restraints. It’s OK for employees to try new ways of doing tasks and to do new tasks that interest them. Employees know when they’ve done a good job. Empowerment increases motivation by giving the authority to set goals, make decisions, and solve problems. (Source: Issacous)

    4. 10-4 Most Commonly Used Extrinsic Rewards Also available on a Transparency Acetate See Learning Goal 1: Explain Taylor’s scientific management. Most Commonly Used Extrinsic Rewards This slide displays the most common rewards used by companies to motivate employees. Extrinsic Rewards include the following: Pay Improved working environment or conditions Status Security While these rewards do offer some value, there is much research that indicates many problems with extrinsic motivation. Share with the students some of those ideas: Extrinsic rewards do not produce permanent changes Extrinsic rewards reduce intrinsic interest The use of extrinsic rewards can be controlling Reinforcement of extrinsic rewards can lead to expectations of permanence in the form of job rewards.Also available on a Transparency Acetate See Learning Goal 1: Explain Taylor’s scientific management. Most Commonly Used Extrinsic Rewards This slide displays the most common rewards used by companies to motivate employees. Extrinsic Rewards include the following: Pay Improved working environment or conditions Status Security While these rewards do offer some value, there is much research that indicates many problems with extrinsic motivation. Share with the students some of those ideas: Extrinsic rewards do not produce permanent changes Extrinsic rewards reduce intrinsic interest The use of extrinsic rewards can be controlling Reinforcement of extrinsic rewards can lead to expectations of permanence in the form of job rewards.

    5. 10-5 I. THE IMPORTANCE OF MOTIVATION A. Frederick Taylor: The Father of Scientific Management Learning goal 1 Explain Taylor’s scientific management. Elton Mayo and the Hawthorne Studies Learning goal 2 Describe the Hawthorne studies, and relate their significance to management.   See Learning Goal 2: Describe the Hawthorne studies, and relate their significance to management. See text pages: 262-263See Learning Goal 2: Describe the Hawthorne studies, and relate their significance to management. See text pages: 262-263

    6. 10-6 FREDERICK TAYLOR is known as the FATHER OF SCIENTIFIC MANAGEMENT.” His book The Principles of Scientific Management was published in 1911. Taylor’s goal was to INCREASE WORKER PRODUCTIVITY in order to benefit both the firm and the worker. The way to improve productivity was through SCIENTIFIC MANAGEMENT, studying the most efficient ways of doing things and then teaching people those techniques. See Learning Goal 2: Describe the Hawthorne studies, and relate their significance to management. See text pages: 262-263See Learning Goal 2: Describe the Hawthorne studies, and relate their significance to management. See text pages: 262-263

    7. 10-7 Three elements of his approach were: TIME, METHODS, and RULES OF WORK. TIME-MOTION STUDIES, begun by Frederick Taylor, study which tasks must be performed to complete the job and the time needed to do each task. Henry L. Gantt, one of Taylor’s followers, developed GANTT CHARTS, which managers used to plot the work of employees down to the smallest detail. See Learning Goal 2: Describe the Hawthorne studies, and relate their significance to management. See text pages: 262-263See Learning Goal 2: Describe the Hawthorne studies, and relate their significance to management. See text pages: 262-263

    8. 10-8 Frank and Lillian Gilbreth used Frederick Taylor’s ideas in a study of brick laying. The PRINCIPLE OF MOTION ECONOMY theory, developed by Frank and Lillian Gilbreth, states that every job can be broken down into a series of elementary motions. They analyzed every motion (“therblig”) to make them more efficient. Scientific management viewed people as machines that needed to be properly programmed. There was little concern for the psychological or human aspects of work. In some companies, the emphasis is still on conformity to work rules rather than on creativity, flexibility, and responsiveness See Learning Goal 2: Describe the Hawthorne studies, and relate their significance to management. See text pages: 262-263See Learning Goal 2: Describe the Hawthorne studies, and relate their significance to management. See text pages: 262-263

    9. 10-9 The way to improve productivity was through SCIENTIFIC MANAGEMENT, studying the most efficient ways of doing things and then teaching people those techniques. Three elements of his approach were: TIME, METHODS, and RULES OF WORK. TIME-MOTION STUDIES, begun by Frederick Taylor, study which tasks must be performed to complete the job and the time needed to do each task. See Learning Goal 2: Describe the Hawthorne studies, and relate their significance to management. See text pages: 262-263See Learning Goal 2: Describe the Hawthorne studies, and relate their significance to management. See text pages: 262-263

    10. 10-10 Mayo hypothesized that some HUMAN or PSYCHOLOGICAL FACTORS caused the increases. The workers in the test room thought of themselves as a SOCIAL GROUP—they felt special and worked hard to stay in the group. The workers were involved in the PLANNING of the experiments—they felt that their ideas were respected. The workers enjoyed the SPECIAL ATMOSPHERE and ADDITIONAL PAY for the increased productivity. See Learning Goal 2: Describe the Hawthorne studies, and relate their significance to management. See text pages: 262-263See Learning Goal 2: Describe the Hawthorne studies, and relate their significance to management. See text pages: 262-263

    11. 10-11 Evolution of Human Relations Management Concepts Scientific Taylor Gantt Gilbreths Behavioral Mayo Maslow Herzberg McGregor Ouchi Vroom See Learning Goal 2: Describe the Hawthorne studies, and relate their significance to management. See text pages: 262-263 See Learning Goal 3: Identify the levels of Maslow’s hierarchy of needs, and relate their importance to employee motivation See text pages: 263-265 See Learning Goal 4: Distinguish between the motivators and hygiene factors identified by Herzberg. See text pages: 265-267 See Learning Goal 2: Describe the Hawthorne studies, and relate their significance to management. See text pages: 262-263 See Learning Goal 3: Identify the levels of Maslow’s hierarchy of needs, and relate their importance to employee motivation See text pages: 263-265 See Learning Goal 4: Distinguish between the motivators and hygiene factors identified by Herzberg. See text pages: 265-267

    12. 10-12 Hawthorne studies Conducted by Elton Mayo (1927-1933) First Experiment: Determine if lighting was a factor in productivity. Next Experiments: Determine if other factors affected productivity. These studies encouraged the study of human motivation. See Learning Goal 2: Describe the Hawthorne studies, and relate their significance to management. See text pages: 262-263See Learning Goal 2: Describe the Hawthorne studies, and relate their significance to management. See text pages: 262-263

    13. 10-13 The HAWTHORNE STUDIES Conducted by Elton Mayo at the Western Electric Company’s Hawthorne plant in Cicero, Illinois. Begun in 1927, the studies ended six years later. The PURPOSE of the studies was to deter­mine the best lighting for optimum productivity. The PRODUCTIVITY of the experimental group INCREASED compared to the control group whether the lighting was bright or dim. These results confused the researchers, who had expected productivity to fall as the lighting was dimmed. See Learning Goal 2: Describe the Hawthorne studies, and relate their significance to management. See text pages: 262-263See Learning Goal 2: Describe the Hawthorne studies, and relate their significance to management. See text pages: 262-263

    14. 10-14   MOTIVATION AND MASLOW’S HIERARCHY OF NEEDS Applying Maslow’s Theory Learning goal 3 Identify the levels of Maslow’s hierarchy of needs, and relate their importance to employee motivation.   See Learning Goal 2: Describe the Hawthorne studies, and relate their significance to management. See text pages: 262-263See Learning Goal 2: Describe the Hawthorne studies, and relate their significance to management. See text pages: 262-263

    15. 10-15 Maslow’s Hierarchy of Needs Psychologist Abraham Maslow believed that MOTIVATION ARISES FROM NEED. One is motivated to satisfy unmet needs. Satisfied needs NO LONGER MOTIVATE. Maslow placed needs on a HIERARCHY of importance. Maslow’s hierarchy of needs is a theory of motivation based on unmet needs, from basic physiological needs to safety, social and esteem needs to self-actualization needs. See Learning Goal 2: Describe the Hawthorne studies, and relate their significance to management. See text pages: 262-263See Learning Goal 2: Describe the Hawthorne studies, and relate their significance to management. See text pages: 262-263

    16. 10-16 Maslow’s Hierarchy of Needs Also available on a Transparency Acetate See Learning Goal 3: Identify the levels of Maslow’s hierarchy of needs, and relate their importance to employee motivation See text pages: 263-265 Maslow’s Hierarchy of Needs This slide reproduces the illustration of Maslow’s Hierarchy from the chapter. Most people in the class may be familiar with Maslow and the premise of human needs recognition. Use this opportunity to relate Maslow’s need theory to the work environment: Workers require competitive salaries, benefits and clean work environments. Employees have the need for security against termination in their jobs and the feeling of being safe against bodily harm while performing their job functions. On the job workers have the need to feel a part of a successful group, driven by achievement. Employees seek opportunities for advancement, empowerment, recognition, and responsibilities through additional work-related performance. Companies must attempt to satisfy these needs through opportunities within the organization.Also available on a Transparency Acetate See Learning Goal 3: Identify the levels of Maslow’s hierarchy of needs, and relate their importance to employee motivation See text pages: 263-265 Maslow’s Hierarchy of Needs This slide reproduces the illustration of Maslow’s Hierarchy from the chapter. Most people in the class may be familiar with Maslow and the premise of human needs recognition. Use this opportunity to relate Maslow’s need theory to the work environment: Workers require competitive salaries, benefits and clean work environments. Employees have the need for security against termination in their jobs and the feeling of being safe against bodily harm while performing their job functions. On the job workers have the need to feel a part of a successful group, driven by achievement. Employees seek opportunities for advancement, empowerment, recognition, and responsibilities through additional work-related performance. Companies must attempt to satisfy these needs through opportunities within the organization.

    17. 10-17 PHYSIOLOGICAL NEEDS basic survival needs including the need for food, water, and shelter. SAFETY NEEDS the need to feel secure at work and at home. SOCIAL NEEDS the need to feel loved, accepted, and part of the group. ESTEEM NEEDS the need for recognition and acknowledgment from others, as well as self-respect and a sense of status or importance. SELF-ACTUALIZATION NEEDS the need to develop to one’s fullest potential. See Learning Goal 2: Describe the Hawthorne studies, and relate their significance to management. See text pages: 262-263See Learning Goal 2: Describe the Hawthorne studies, and relate their significance to management. See text pages: 262-263

    18. 10-18 III. HERZBERG’S MOTIVATING FACTORS Learning goal 4 Distinguish between motivators and hygiene factors identified by Herzberg. A. Applying Herzberg’s Theories   IV. JOB ENRICHMENT Learning goal 5 Explain how job enrichment affects employee motivation and performance.   See Learning Goal 2: Describe the Hawthorne studies, and relate their significance to management. See text pages: 262-263See Learning Goal 2: Describe the Hawthorne studies, and relate their significance to management. See text pages: 262-263

    19. 10-19 Also available on a Transparency Acetate See Learning Goal 4: Distinguish between the motivators and hygiene factors identified by Herzberg. See text pages: 265-267 Herzberg’s Theory This slide illustrates an additional “need” theory regarding workers and their job needs. This theory is based on what an organization can do to fulfill the individual needs of workers while motivating them to excel. The key component of Herzberg’s work was the opposite of “satisfaction” is “no satisfaction.” If the basic hygiene factors were not in place, a worker is not satisfied. To have a satisfied, motivated workforce, a company needs to provide the following: Achievement Recognition Work Itself Responsibility Advancement GrowthAlso available on a Transparency Acetate See Learning Goal 4: Distinguish between the motivators and hygiene factors identified by Herzberg. See text pages: 265-267 Herzberg’s Theory This slide illustrates an additional “need” theory regarding workers and their job needs. This theory is based on what an organization can do to fulfill the individual needs of workers while motivating them to excel. The key component of Herzberg’s work was the opposite of “satisfaction” is “no satisfaction.” If the basic hygiene factors were not in place, a worker is not satisfied. To have a satisfied, motivated workforce, a company needs to provide the following: Achievement Recognition Work Itself Responsibility Advancement Growth

    20. 10-20 MCGREGOR’S THEORY X AND THEORY Y Learning goal 6 Differentiate among Theory X, Theory Y, and Theory Z. A. Theory X B. Theory Y   VI. OUCHI’S THEORY Z See Learning Goal 2: Describe the Hawthorne studies, and relate their significance to management. See text pages: 262-263See Learning Goal 2: Describe the Hawthorne studies, and relate their significance to management. See text pages: 262-263

    21. 10-21 McGregor’s Theories Theory X- Autocratic Dislike Work Avoid Responsibility Little Ambition Force/Control/ Direct/Threaten Motivated by Fear & Money Theory Y- Democratic Like Work Naturally Works Toward Goals Seeks Responsibility Imaginative, Creative, Clever Motivated by Empowerment Also available on a Transparency Acetate See Learning Goal 6: Differentiate among Theory X, Theory Y, and Theory Z. See text pages: 269-271 McGregor’s Theories This slide presents McGregor's Theory X and Theory Y. Theory X suggests that employees dislike work, avoid responsibility, have little ambition, and are motivated by threat and fear. Theory Y argues that people like work, seek responsibility, and are motivated by empowerment. If a manger hold a theory X or Theory Y values, s/he would tend to treat the employees accordingly. Ask the students – are they X or Y as a supervisor? As an employee? How do they believe the employees should be treated? (As employees, majority if not all would argue to be treated as a theory Y individual. However, it should be pointed out to the students that it is generally dictated by the situation. A manager may hold a theory Y values but may have to use theory X perspective depending upon the situation with the employee.)Also available on a Transparency Acetate See Learning Goal 6: Differentiate among Theory X, Theory Y, and Theory Z. See text pages: 269-271 McGregor’s Theories This slide presents McGregor's Theory X and Theory Y. Theory X suggests that employees dislike work, avoid responsibility, have little ambition, and are motivated by threat and fear. Theory Y argues that people like work, seek responsibility, and are motivated by empowerment. If a manger hold a theory X or Theory Y values, s/he would tend to treat the employees accordingly. Ask the students – are they X or Y as a supervisor? As an employee? How do they believe the employees should be treated? (As employees, majority if not all would argue to be treated as a theory Y individual. However, it should be pointed out to the students that it is generally dictated by the situation. A manager may hold a theory Y values but may have to use theory X perspective depending upon the situation with the employee.)

    22. 10-22 Ouchi’s Theory Z Long-Term Employment Collective Decision-making Individual Responsibility Slow Evaluation/ Promotion Implicit Informal Control with Explicit, Formalized Control Specialized Career Path Holistic Concern for Employees See Learning Goal 6: Differentiate among Theory X, Theory Y, and Theory Z. See text pages: 271-272See Learning Goal 6: Differentiate among Theory X, Theory Y, and Theory Z. See text pages: 271-272

    23. 10-23 VII. GOAL-SETTING THEORY AND MANAGEMENT BY OBJECTIVES Learning goal 7 Explain goal-setting theory and how management by objective (MBO) exemplified the theory.   VIII. MEETING EMPLOYEE EXPECTATIONS: EXPECTANCY THEORY Learning goal 8 Describe the key principles of expectancy, reinforcement, and equity theories. See Learning Goal 2: Describe the Hawthorne studies, and relate their significance to management. See text pages: 262-263See Learning Goal 2: Describe the Hawthorne studies, and relate their significance to management. See text pages: 262-263

    24. 10-24 Goal-Setting Theory (MBO) Goal-Setting Theory Management By Objectives (1960s) See Learning Goal 7: Explain goal-setting theory and how management by objectives (MBO) exemplifies the theory. See text page: 273See Learning Goal 7: Explain goal-setting theory and how management by objectives (MBO) exemplifies the theory. See text page: 273

    25. 10-25 Expectancy Theory: Employee Questions Can I accomplish the task? If I do accomplish it, what is my reward? Is the reward worth the effort? See Learning Goal 8: Describe the key principles of expectancy, reinforcement, and equity theories. See text page: 274 Expectancy Theory: Employee Questions Let us define what exactly Expectancy Theory means: A belief that an individual (Employee) will act in the way his or her supervisor wants if that person believes he or she will be rewarded. The three questions listed on the acetate are motivational forces directing: Specific behavior to alternatives Probability that effort will lead to good performance A perceived probability that good Performance will lead to desired outcomes or rewards Examples of some questions a person may ask when using the Expectancy Theory: If I get a better grade on tomorrow’s math test will I get an “A” in math? If I produce more than anyone else in the plan, will I get a bigger raise? If my foul shooting improves will I have a shot at team MVP? If I make more sales will I get a bonus?See Learning Goal 8: Describe the key principles of expectancy, reinforcement, and equity theories. See text page: 274 Expectancy Theory: Employee Questions Let us define what exactly Expectancy Theory means: A belief that an individual (Employee) will act in the way his or her supervisor wants if that person believes he or she will be rewarded. The three questions listed on the acetate are motivational forces directing: Specific behavior to alternatives Probability that effort will lead to good performance A perceived probability that good Performance will lead to desired outcomes or rewards Examples of some questions a person may ask when using the Expectancy Theory: If I get a better grade on tomorrow’s math test will I get an “A” in math? If I produce more than anyone else in the plan, will I get a bigger raise? If my foul shooting improves will I have a shot at team MVP? If I make more sales will I get a bonus?

    26. 10-26  IX. REINFORCING EMPLOYEE PERFORMANCE: REINFORCEMENT THEORY   X. TREATING EMPLOYEES FAIRLY: EQUITY THEORY   XI. BUILDING TEAMWORK THROUGH OPEN COMMUNICATION A. Applying Open Communication in Self-Managed Teams Learning goal 9 Explain how open communication builds teamwork, and describe how managers are likely to motivate teams in the future.   MOTIVATION IN THE FUTURE See Learning Goal 2: Describe the Hawthorne studies, and relate their significance to management. See text pages: 262-263See Learning Goal 2: Describe the Hawthorne studies, and relate their significance to management. See text pages: 262-263

    27. 10-27 Herzberg surveyed workers to find out how they rank job-related factors. The results were: a. Sense of achievement b. Earned recognition c. Interest in the work itself d. Opportunity for growth e. Opportunity for advancement f. Importance of responsibility g. Peer and group relationships h. Pay i. Supervisor’s fairness j. Company policies and rules k. Status l. Job security m. Supervisor’s friendliness n. Working conditions Herzberg noted that the HIGHEST RANKING FACTORS DEALT WITH JOB CONTENT. See Learning Goal 2: Describe the Hawthorne studies, and relate their significance to management. See text pages: 262-263See Learning Goal 2: Describe the Hawthorne studies, and relate their significance to management. See text pages: 262-263

    28. 10-28 He found that the number one motivator is not money, but a sense of achievement and recognition for a job well done, a finding confirmed by further surveys. See Learning Goal 2: Describe the Hawthorne studies, and relate their significance to management. See text pages: 262-263See Learning Goal 2: Describe the Hawthorne studies, and relate their significance to management. See text pages: 262-263

    29. 10-29 The FIVE CHARACTERISTICS of work that affect motivation and performance are: SKILL VARIETY, the extent to which a job demands different skills of the person. TASK IDENTITY the degree to which the job requires doing a task with a visible outcome from beginning to end. TASK SIGNIFICANCE the degree to which the job has a substantial impact on the lives of others in the company. AUTONOMY the degree of freedom, independence, and discretion in scheduling work and determining procedures. FEEDBACK the amount of direct, clear information received about job performance. Job enrichment is based on Herzberg’s higher motivators. See Learning Goal 2: Describe the Hawthorne studies, and relate their significance to management. See text pages: 262-263See Learning Goal 2: Describe the Hawthorne studies, and relate their significance to management. See text pages: 262-263

    30. 10-30 The Japanese management approach, called TYPE J, involved lifetime employment consensual decision making collective responsibility for the outcomes of decisions slow evaluation and promotion implied control mechanisms Non-specialized career paths holistic concern for employees The American management approach, called TYPE A, involved: short-term employment individual decision making individual responsibility for the outcomes of decisions rapid evaluation and promotion explicit control mechanism specialized career paths segmented concern for employees Type J firms are based on the culture of Japan type a firms are based on the culture of America. See Learning Goal 2: Describe the Hawthorne studies, and relate their significance to management. See text pages: 262-263See Learning Goal 2: Describe the Hawthorne studies, and relate their significance to management. See text pages: 262-263

    31. 10-31 In Herzberg’s theory of motivating factors, MOTI­VATORS are job factors that cause employees to be productive and that give them satisfaction. HYGIENE FACTORS are job factors that can cause dissatisfaction if missing but that do not necessarily motivate employees if increased. The best way to motivate employees is to: make the job interesting help them achieve their objectives recognize their achievement through advancement and added responsibility. See Learning Goal 2: Describe the Hawthorne studies, and relate their significance to management. See text pages: 262-263See Learning Goal 2: Describe the Hawthorne studies, and relate their significance to management. See text pages: 262-263

    32. 10-32 How to Develop the Truly Loyal Employee? Care for workers Fairness of pay and evaluations Accomplishment feeling Satisfaction with daily activities Appreciation of ideas Also available on a Transparency Acetate See Learning Goal 4: Distinguish between the motivators and hygiene factors identified by Herzberg. How to Develop the Truly Loyal Employee? This slide presents the top five drivers of loyalty when it comes to employees’ personal experiences of their workplaces. According to the research report published by the Walker Information, a research company specializing in loyalty and satisfaction measurements, only 30% of the respondents met the criteria of loyal workers. About 34% of the respondents were classified as a high risk employees (not committed nor planning to stay) and 31% were qualified as trapped (not attached but no other job prospects either). Ask the students: Reflecting on your work experiences (actual or potential), would these drivers of loyalty work for you? Source: CIO, October 1, 2003Also available on a Transparency Acetate See Learning Goal 4: Distinguish between the motivators and hygiene factors identified by Herzberg. How to Develop the Truly Loyal Employee? This slide presents the top five drivers of loyalty when it comes to employees’ personal experiences of their workplaces. According to the research report published by the Walker Information, a research company specializing in loyalty and satisfaction measurements, only 30% of the respondents met the criteria of loyal workers. About 34% of the respondents were classified as a high risk employees (not committed nor planning to stay) and 31% were qualified as trapped (not attached but no other job prospects either). Ask the students: Reflecting on your work experiences (actual or potential), would these drivers of loyalty work for you? Source: CIO, October 1, 2003

    33. 10-33 Job-Oriented Motivational Techniques Job Enrichment/Redesign Skill Variety Task Identity/Significance Autonomy Feedback Job Simplification Job Enlargement Job Rotation See Learning Goal 5: Explain how job enrichment affects employee motivation and performance. See text pages: 267-269See Learning Goal 5: Explain how job enrichment affects employee motivation and performance. See text pages: 267-269

    34. 10-34 Impact of Mentors Also available on a Transparency Acetate See Learning Goal 7: Explain goal-setting theory and how management by objectives (MBO) exemplifies the theory. Impact of Mentors This slide presents the results of mentoring’s impact on career success, according to the Development Dimension International (DDI) Leadership Forecast of over 4500 respondents from 42 countries. Over 90% of the respondents indicated that mentoring or coaching has a moderate to great impact on an individual’s career success. Ask the students: Have you had any mentors in your previous or current work places? What impact have they had? Has mentoring been a positive experience for you? Explain. (This should generate an interesting discussion on mentoring based on students’ experiences. If they have not had any personal experiences, ask them to project what they would like from a mentor.) Source: USA TodayAlso available on a Transparency Acetate See Learning Goal 7: Explain goal-setting theory and how management by objectives (MBO) exemplifies the theory. Impact of Mentors This slide presents the results of mentoring’s impact on career success, according to the Development Dimension International (DDI) Leadership Forecast of over 4500 respondents from 42 countries. Over 90% of the respondents indicated that mentoring or coaching has a moderate to great impact on an individual’s career success. Ask the students: Have you had any mentors in your previous or current work places? What impact have they had? Has mentoring been a positive experience for you? Explain. (This should generate an interesting discussion on mentoring based on students’ experiences. If they have not had any personal experiences, ask them to project what they would like from a mentor.) Source: USA Today

    35. 10-35 Employee-Oriented Motivational Techniques Expectancy Theory Reinforcement Theory Equity Theory See Learning Goal 8: Describe the key principles of expectancy, reinforcement, and equity theories. See text pages: 274-276See Learning Goal 8: Describe the key principles of expectancy, reinforcement, and equity theories. See text pages: 274-276

    36. 10-36 Steps to Improve Performance Determine Rewards Valued Determine Standards Ensure Standards are Attainable Tie Rewards to Performance Are Rewards Considered Adequate? See Learning Goal 8: Describe the key principles of expectancy, reinforcement, and equity theories. See text page: 274See Learning Goal 8: Describe the key principles of expectancy, reinforcement, and equity theories. See text page: 274

    37. 10-37 Teamwork & Open Communication Create culture that rewards listening Train supervisors and managers to listen Remove barriers to open communication Actively undertake efforts to facilitate communication See Learning Goal 9: Explain how open communication builds teamwork, and describes how managers are likely to motivate teams in the future. See text pages: 276-277See Learning Goal 9: Explain how open communication builds teamwork, and describes how managers are likely to motivate teams in the future. See text pages: 276-277

    38. 10-38 Building Quality into Teams Getting Started Initial Phases Team Building Mutual Coaching Statistics Projects Building Quality Role Change See Learning Goal 9: Explain how open communication builds teamwork, and describes how managers are likely to motivate teams in the future. Team Quality This slide presents ideas on how to build quality in existing teams. Getting started and initial phases are delicate and requires habit forming through practice. Team leader must create the right environment where everyone feels comfortable (team building) and providing mutual support (coaching). Statistics refers to measuring improvements and any plan to improve quality must be treated as a project with clarity of purpose. Building quality is a question of attitude. As the team develops fully with integrated quality, the leader’s role changes to that of a facilitator. Source: www.see.ed.ac.uk See Learning Goal 9: Explain how open communication builds teamwork, and describes how managers are likely to motivate teams in the future. Team Quality This slide presents ideas on how to build quality in existing teams. Getting started and initial phases are delicate and requires habit forming through practice. Team leader must create the right environment where everyone feels comfortable (team building) and providing mutual support (coaching). Statistics refers to measuring improvements and any plan to improve quality must be treated as a project with clarity of purpose. Building quality is a question of attitude. As the team develops fully with integrated quality, the leader’s role changes to that of a facilitator. Source: www.see.ed.ac.uk

    39. 10-39 High Performance Teams Participative Leadership Responsive Aligned on Purpose Communicative Task Focused Problem Solving Shared Responsibility Innovative Also available on a Transparency Acetate See Learning Goal 9: Explain how open communication builds teamwork, and describes how managers are likely to motivate teams in the future. High Performance Teams This slide presents eight characteristics of high performance teams. This list is compiled from over 50 studies on high performance teams. Ask the students in teams to explore these 8 characteristics as they relate to their own team. Which of these characteristics apply to their team and which are lacking? What modifications do they need to make to move towards being a high performance team?Also available on a Transparency Acetate See Learning Goal 9: Explain how open communication builds teamwork, and describes how managers are likely to motivate teams in the future. High Performance Teams This slide presents eight characteristics of high performance teams. This list is compiled from over 50 studies on high performance teams. Ask the students in teams to explore these 8 characteristics as they relate to their own team. Which of these characteristics apply to their team and which are lacking? What modifications do they need to make to move towards being a high performance team?

    40. 10-40 Tips for Motivating Employees Thank employees for good job Listen to employees Give feedback Give rewards Keep them informed Allow for input Training opportunities Remember important dates Have and abide by policies Celebrate goal accomplishment Also available on a Transparency Acetate See Learning Goal 9: Explain how open communication builds teamwork, and describes how managers are likely to motivate teams in the future. Motivating Employees This slide offers simple tips for motivating employees in your business. In reality these tips can be applied to any interpersonal relationships. A motto to remember is the Golden Rule: Treat others like you want to be treated. Ask the students to use the different motivational theories such as Maslow’s or Herzberg’s to see how these tips would get classified. Also available on a Transparency Acetate See Learning Goal 9: Explain how open communication builds teamwork, and describes how managers are likely to motivate teams in the future. Motivating Employees This slide offers simple tips for motivating employees in your business. In reality these tips can be applied to any interpersonal relationships. A motto to remember is the Golden Rule: Treat others like you want to be treated. Ask the students to use the different motivational theories such as Maslow’s or Herzberg’s to see how these tips would get classified.

    41. 10-41 Warning Signs of Employee Stress Drops in productivity Chronic lateness Absenteeism Careless with details Unable to work with others Negative attitudes about work Withdrawal from co-workers Easily upset/angered Also available on a Transparency Acetate See Learning Goal 9: Explain how open communication builds teamwork, and describes how managers are likely to motivate teams in the future. Warning Signs of Employee Stress Employers can often spot impending stress or on-the-job stress by understanding the signs listed in the acetate. Ask the students: Have you experienced any of these symptoms when trying to juggle your academic, professional, and personal lives? What did you do to cope with the rigors of stress? Share the following tips for reducing stress: Learn to plan. Recognize and accept limits. Be a positive person. Learn to tolerate and forgive. Avoid unnecessary competition. Get regular exercise. Learn a systematic, drug-free method of relaxing. Change your thinking. Source: UTexas.eduAlso available on a Transparency Acetate See Learning Goal 9: Explain how open communication builds teamwork, and describes how managers are likely to motivate teams in the future. Warning Signs of Employee Stress Employers can often spot impending stress or on-the-job stress by understanding the signs listed in the acetate. Ask the students: Have you experienced any of these symptoms when trying to juggle your academic, professional, and personal lives? What did you do to cope with the rigors of stress? Share the following tips for reducing stress: Learn to plan. Recognize and accept limits. Be a positive person. Learn to tolerate and forgive. Avoid unnecessary competition. Get regular exercise. Learn a systematic, drug-free method of relaxing. Change your thinking. Source: UTexas.edu

    42. 10-42 How Stressed Are You? Rate 1-5 Conditions at work are unpleasant or sometimes even unsafe. I feel that my job is making me physically or emotionally sick. I have too much work or too many unreasonable deadlines. I can’t express my opinions or feelings about my job to my boss. My work interferes with my family or personal life. I have no control over my life at work. My good performance goes unrecognized and unrewarded. My talents are underutilized. Also available on a Transparency Acetate See Learning Goal 9: Explain how open communication builds teamwork, and describes how managers are likely to motivate teams in the future. How Stressed Are You? Rate 1-5 This slide identifies several examples of stress a worker may experience in their organization. This slide offers a perfect time for the Instructor to set the class up in groups, and have them rate each question individually; then have the group to decide the best answer for each situation. Share with the rest of the class via group presentation their results. This exercise will provide the class an opportunity to share their thoughts and understand they are not alone when dealing with these work related issues.Also available on a Transparency Acetate See Learning Goal 9: Explain how open communication builds teamwork, and describes how managers are likely to motivate teams in the future. How Stressed Are You? Rate 1-5 This slide identifies several examples of stress a worker may experience in their organization. This slide offers a perfect time for the Instructor to set the class up in groups, and have them rate each question individually; then have the group to decide the best answer for each situation. Share with the rest of the class via group presentation their results. This exercise will provide the class an opportunity to share their thoughts and understand they are not alone when dealing with these work related issues.

    43. 10-43 Putting it Together at Nucor Steel Pay for Performance Listen to the Frontline Push-Down Authority Protect Your Culture Try Unproven Technologies Also available on a Transparency Acetate See Learning Goal 9: Explain how open communication builds teamwork, and describes how managers are likely to motivate teams in the future. Putting it Together at Nucor This slide presents the best-practice model at Nucor Steel which places a premium on teamwork and idea sharing. On average, two-thirds of a Nucor steelworker’s pay is based on a production-bonus. According to the Execs at Nucor, all of the best ideas come from the factory floor. These ideas are acted upon and authority is pushed down the line. In every acquisition of another company, a special attention is paid to how employees and managers interact and how the company would fit into the Nucor culture. Nucor realizes the importance of taking risks and trying new technologies. Source: Business Week, May 1, 2006Also available on a Transparency Acetate See Learning Goal 9: Explain how open communication builds teamwork, and describes how managers are likely to motivate teams in the future. Putting it Together at Nucor This slide presents the best-practice model at Nucor Steel which places a premium on teamwork and idea sharing. On average, two-thirds of a Nucor steelworker’s pay is based on a production-bonus. According to the Execs at Nucor, all of the best ideas come from the factory floor. These ideas are acted upon and authority is pushed down the line. In every acquisition of another company, a special attention is paid to how employees and managers interact and how the company would fit into the Nucor culture. Nucor realizes the importance of taking risks and trying new technologies. Source: Business Week, May 1, 2006

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