Motivating and Rewarding Employees

Transcription

1 11Chapter Motivating and Rewarding Employees Pearson Education Limited

2 Learning Outcomes Define and explain motivation. Compare and contrast early theories of motivation. Compare and contrast contemporary theories of motivation. Discuss current issues in motivating employees. Pearson Education Limited

3 11.1 Define and explain motivation. Pearson Education Limited

4 What is Motivation? : the process by which a person s efforts are energized, directed, and sustained toward attaining a goal Three Key elements: 1. Energy : a measure of intensity or drive 2. Direction : toward, and consistent with, organizational goals. 3. Persistence : keep putting forth effort to achieve those goals. Pearson Education Limited

5 11.2 Compare and contrast early theories of motivation. Pearson Education Limited

6 Maslow s Hierarchy of Needs internal esteem factors such as self-respect, autonomy, and achievement, and external esteem factors such as status, recognition, and attention affection, belongingness, acceptance, and friendship Security & protection from harm food, drink, shelter, sex, sleep, and other physical requirements Pearson Education Limited

7 McGregor s Theory X and Theory Y Theory X: Little ambition Dislike work Avoid responsibility Must be closely controlled Theory Y: Enjoy work Seek and accept responsibility Exercise self-direction Unfortunately, no evidence confirms that either set of assumptions is valid or that being a Theory Y manager is the only way to motivate employees Pearson Education Limited

8 Herzberg s Two-Factor Theory Pearson Education Limited

9 Satisfaction vs. Dissatisfaction He stated that removing dissatisfying characteristics from a job would not necessarily make that job more satisfying (or motivating) Pearson Education Limited

10 McClelland s Three-Needs Theory employees can be trained to stimulate their achievement need by being in situations where they have personal responsibility, feedback, and moderate risks. Three acquired needs are work motives: 1. Need for achievement(nach) - the drive to succeed and excel in relation to a set of standards 2. Need for power(npow) - the need to make others behave in a way that they would not behave otherwise 3. Need for affiliation(naff) - the desire for friendly and close interpersonal relationships. The other two needs in this theory haven t been researched as extensively. Pearson Education Limited

11 11.3 Compare and contrast contemporary theories of motivation : goalsetting theory, job design theory, equity theory, and expectancy theory. Pearson Education Limited

12 Goal-Setting Theory Self-efficacy refers to an individual s belief that he or she is capable of performing a task people do better if they get feedback on how well they re progressing toward their goals Pearson Education Limited

13 Influences on Job Performance Feedback Goal commitment Adequate self-efficacy National culture Pearson Education Limited

14 Job Characteristics Model(JCM) This model can help managers design jobs that motivate Feel Important, valuable, worthwhile Pearson Education Limited

15 Job Design and Motivation Internal rewards are obtained when an employee learns that he or she personally has performed well on a task he or she cares about. Pearson Education Limited

16 Guidelines for Job Redesign(omit) Pearson Education Limited

17 Equity Theory Distributive justice is the perceived fairness of the amount and allocation of rewards among individuals. Procedural justice is the perceived fairness of the process used to determine the distribution of rewards. Pearson Education Limited

18 Expectancy Theory : an individual tends to act in a certain way based on the expectation that the act will be followed by a given outcome and on the attractiveness of that outcome to the individual. Pearson Education Limited

19 Integrating Motivation Theories need theories Expectancy theory goal-setting theory Pearson Education Limited

20 11.4 Discuss current issues in motivating employees. Pearson Education Limited

21 Current Issues issues motivating in tough economic circumstances, managing cross-cultural challenges, motivating unique groups of workers, and designing appropriate rewards programs. Pearson Education Limited

22 Country Culture and Motivation Managers can t assume that motivational programs that work in one geographic location are going to work in others. Think Maslow s need hierarchy; achievement need Pearson Education Limited

23 Cross-Cultural Differences & Consistencies Equity theory- workers are highly sensitive to equity in reward allocations Two-factor theory- by Herzberg - universal to some degree Pearson Education Limited

24 Unique Groups of Workers Motivating: 1. Diverse employees consider flexibility 2. Professionals - professionals is different from motivating nonprofessionals. Professionals have a strong and long-term commitment to their field of expertise, they need to keep current and regularly update their knowledge, and, because of their commitment to their profession, they work beyond a 40-hour week. 3. Contingent workers- might be motivated by the opportunity to become a permanent employee or an opportunity for training. Pearson Education Limited

25 Designing Appropriate Rewards Programs Open-book management : opening up the financial statements (the books ) so that employees will be motivated to make better decisions about their work and be better able to understand the implications of what they do Employee recognition programs can motivate employees by providing personal attention and expressions of interest, approval, and appreciation for a job well done Pearson Education Limited

26 Pay-for-Performance : making some or all an employee s pay conditional on some performance variable compensation plans (Piece-rate pay plans based on workers productivity, wage incentive plans, profit-sharing, and lump sum bonuses ) Pearson Education Limited

27 Low-Cost Rewards Program Clarify role in organization Keep communication open Show individual company cares Pearson Education Limited

28 Pearson Education Limited

29 12Chapter Leadership and Trust Pearson Education Limited

30 Learning Outcomes Define leader and leadership. Compare and contrast early leadership theories. Describe the four major contingency leadership theories. Describe modern views of leadership and the issues facing today s leaders. Discuss trust as the essence of leadership. Pearson Education Limited

31 12.1 Define leader and leadership. Pearson Education Limited

32 Leaders and Leadership Leader: Someone who can influence others and who has managerial authority. Leadership: The process of leading a group and influencing that group to achieve its goals. Pearson Education Limited

33 12.2 Compare and contrast early leadership theories. Pearson Education Limited

34 Trait Theories of Leadership Pearson Education Limited

35 What Traits Do Leaders Have? Pearson Education Limited

36 Behavioral Theories of Leadership Pearson Education Limited

37 University of Iowa and Ohio State Studies Pearson Education Limited

38 University of Michigan Study and Managerial Grid Pearson Education Limited

39 Situational Leadership Which leadership styles might be suitable in different situations, and what are those different situations? Pearson Education Limited

40 12.3 Describe the four major contingency leadership theories. Pearson Education Limited

41 Least-Preferred Coworker Questionnaire Pearson Education Limited

42 The Fiedler Model Pearson Education Limited

43 Situational Leadership Theory Why does a leadership theory focus on the followers? What does readiness mean? Pearson Education Limited

44 Situational Leadership Theory (cont.) Pearson Education Limited

45 1. Telling (high task low relationship), in which the leader defines roles and tells people what, how, when, and where to do various tasks; 2. Selling (high task high relationship), in which the leader provides both directive and supportive behavior; 3. Participating (low task high relationship), in which the leader and followers share in decision making and the main role of the leader is facilitating and communicating; 4. Delegating (low task low relationship), in which the leader provides little direction or support. The final component in the model is the four stages of follower readiness: R1: People are both unable and unwilling to take responsibility for doing something. Followers aren t competent or confident. R2: People are unable but willing to do the necessary job tasks. Followers are motivated but lack the appropriate skills. R3: People are able but unwilling to do what the leader wants. Followers are competent but don t want to do something. R4: People are both able and willing to do what is asked of them. SLT essentially views the leader-follower relationship like that of a parent and a child, in which a parent needs to relinquish control when a child becomes more mature and responsible. As followers reach higher levels of readiness, the leader responds not only by decreasing control over their activities but also by decreasing relationship behaviors. Pearson Education Limited