MSCA 643 Work Motivation, Evaluation, Compensation, and Rewards

Transcription

1 MSCA 643 Work Motivation, Evaluation, Compensation, and Rewards FALL 2011 Thursday 5:45pm to 8:15pm Instructor: Marylène Gagné Office: MB Phone: x Office hours: by appointment Course Description In this course, you will learn how human resource practices, management styles and compensation systems affect employee motivation and performance. By the end of this course, you should be able to: 1. Identify the major work motivation theories and assess what they can and can t explain. 2. Recognize the major determinants of motivation, performance, and wellbeing at work. 3. Evaluate performance appraisal systems. 4. Evaluate reward systems. 5. Critically assess research methodologies used in OB. 6. Produce a literature review, generate hypotheses and propose research methodologies. 1

2 Course Activities PARTICIPATION IN CLASS DISCUSSIONS The goal of this course is to introduce you to historically relevant and emerging work motivation, performance appraisal, and compensation research. So the most important activity will be to read and discuss the relevant material to have the basic information from which other classroom and out-of-classroom activities will be derived. It is important that each of you participate in class discussions, whether it is to ask a question, discuss a concept or an idea, and relate it to something else you know, or express a brilliant idea you have! Of course, this requires that you attend every class. If you miss class, I will ask you to make up for this class by writing a 3 page paper, which will consist of a summary of the readings and your thoughts about them. Failure to provide this paper AND provide a justified reason for the absence will result in a 3% drop in your final grade for each missed class. WEEKLY DISCUSSION PAPER In order to have fruitful discussions, please prepare some discussion topics for the class. These topics can cover anything regarding the assigned readings, from questions about the theories and methods, to contrasting them with other known work in the field, to brainstorming about potential advancements in the domain of research. Before each class, I will ask you to prepare a short document (1/2 page maximum) that includes 2 to 3 questions you have, issues you want to address, or ideas that you have regarding the readings. I don t want a summary of the readings; I want your thoughts about them. You need to come to each class with your weekly paper, which you will use during class discussion and give it to me at the end of the discussion. I will not accept them after the class is over. GROUP PRESENTATIONS: Worth: 30% I want to assess whether you can articulate the major tenets of motivation theories, and whether you understand the gist of the papers we are reading. I also want to assess whether you can extrapolate from what you are reading. A good way to do this is to ask you to present the assigned readings to the rest of the class. 2

3 In groups of 2, I will ask you to present a three papers during the semester (on three separate weeks). These papers will be assigned to you at the beginning of the semester. I do not want you to use powerpoint, but simply to orally present the paper s main points to the class, to critique the methodology and explain it to your classmates, explain the results, and critique the research as a whole. I also want you to discuss the implications of this research for practice (managing, motivating, etc...). The presentation and discussion should last a maximum of 30 minutes. If you need to consult other sources to prepare this and do a good job, it is expected that you will do so. You are expected to master the topic of the paper you are assigned, as you will teach your classmates about it. I will expect fellow classmates to use their weekly papers to ask the presenters questions. I may also ask questions to the presenters. The different parts of the paper can be divided among the pair of presenters, but I do not always want the same person to do the intro, method, results and implications (you have to switch from week to week). Criteria for evaluation of the presentation will be given to you at the beginning of the semester. TERM PROJECT This individual project (worth a total of 45%) will include three parts: 1) A written outline (10%), 2) A paper (35%) The goal of this project is for you to write a paper about a topic of your choice that relates to this course. The paper should be a proposal for a research project on the topic, which includes a literature review, hypotheses, method and proposed analyses/expected results. This paper will require that you conduct a complete literature search of your topic. Papers should be written in APA or AMR style. 1) Outline Due: October 7 at the beginning of class The outline is to enable me to help you with your paper (therefore, I will give you feedback on it). It should be approximately 2-3 pages long, excluding references. In point form, outline the major sections of your paper. The outline should essentially consist of a few sentences that explain what you will talk about in each section of your paper (literature review, hypotheses, methods, proposed analyses). Make sure you state your main argument/research question. At the end of your outline, include an annotated bibliography of at least 10 sources on your topic (besides the ones covered in class). 3

4 Please submit your outline on time! You will lose 1 point per day (out of 10) if you submit your outline after the deadline. 2) Paper Due: December 2nd at the beginning of class The paper should be about pages, excluding references, title page, tables, and figures. Write as if you were going to send this to AMR/AMJ/JAP Please submit a paper copy to me. I will return it to you with my feedback when the grades are submitted. Please be sure to submit your paper on time! You will lose 5 points per day (out of 30) if you submit your paper after the deadline. Highly recommended reading for your term project: To help you in writing your paper, (and also your thesis later on!) read the following article, available on First Class: Bem, D. J. (2002). Writing the empirical journal article. In J. M. Darley, M. P. Zanna, & H. L. Roediger III (Eds.), The compleat academic: A career guide (pp ). Washington, DC: American Psychological Association. (By the way, this is a great book!) EVALUATION: Activity Description or purpose % of final grade Participation in class discussions Weekly papers Group presentations This includes answering my questions, giving your impressions and critiques of what we read, asking me and your classmates questions, and providing feedback when others present. To make sure you read the material in an active manner. Assesses whether you can articulate the major tenets of motivation theories, their assumptions and coverage. 15% 10% (total) 30% Paper outline To get you going early and get feedback so you 10% can improve your paper. Term Paper To use what you learned in this course in a practical or analytical manner. 35% Please note: There will be no additional work provided for missed deadlines or to improve a low grade. 4

5 READINGS (bold papers will be presented by students) September 8: Course Introduction No assigned readings, we will go over the syllabus. September 15: Review of Work Motivation Theories Ambrose, M. L., & Kulik, C. T. (1999). Old friends, new faces: Motivation research in the 1990 s. Journal of Management, 25, Grant, A. M., & Shin, J. (2011). Work motivation: Directing, energizing, and maintaining effort (and research). Forthcoming in R. M. Ryan (Ed.), Oxford handbook of motivation. Oxford University Press. Sparks, K., Faragher, B., Cooper, C. L. (2001). Well-being and occupational health in the 21 st century workplace. Journal of Occupational and Organizational Psychology, 74, September 22: Introduction to Performance Appraisal Levy, P. E., & Williams, J. R. (2004). The social context of performance appraisal: A review and framework for the future. Journal of Management, 30, Malos, S. (1998). Current legal issues in performance appraisal. In J. W. Smither (Ed.), Performance appraisal: State of the art and practice. San Francisco, CA: Jossey-Bass. Murphy, K. R., & Cleveland, J. N. (1991). Performance appraisal: An organizational perspective (Chapter 5). Boston, MA: Allyn & Beacon. September 29: Introduction to Compensation Lawler, E. E., & Jenkins, G. D. (1992). Strategic reward systems. In M. D. Dunnette & Hough, L. M. (Eds.), Handbook of industrial and organizational psychology, Vol. 3, (2nd ed., pp ). Palo Alto, CA, US: Consulting Psychologists Press. Chen, H.-M., & Hsieh, Y.-H. (2006). Key trends for the total reward system in the 21 st century. Compensation and Management Review. 5

6 Rynes, S. L., Gerhart, B. & Parks, L. (2005). Personnel psychology: Performance evaluation and pay for performance. Annual Review of Psychology, 56, October 6: Organizational behavior modification Luthans, F., & Martinko, M. J. (1982). Organizational behavior modification: A way to bridge the gap between academic research and real world application. Journal of Organizational Behavior Management, 3, Stajkovic, A. D. & Luthans, F. (1997). A meta-analysis of the effects of organizational behavior modification on task performance, Academy of Management Journal, 5, Jenkins, C. D. Jr., Mitra, A., Gupta, N. & Shaw, J. D. (1998). Are financial incentives related to performance? A meta-analytic review of empirical research. Journal of Applied Psychology, 83, Stajkovic, A. D. & Luthans, F. (2001). Differential effects of incentive motivators on work performance. Academy of Management Journal, 4, Kerr. S. (1975). On the folly of rewarding A while hoping for B. Academy of Management Review, 18, October 13: Social Learning Theory and Expectancy Theory Stajkovic, A.D & Luthans, F. (1998) Self-efficacy and work-related performance: A meta-analysis. Psychological Bulletin, 124, Van Eerde, W., & Thierry, H. (1996). Vroom s expectancy models and workrelated criteria: A meta-analysis. Journal of Applied Psychology, 81, DeNisi, A. S., & Pritchard, R. D. (2006). Performance appraisal, performance management, and improving individual performance: A motivational framework. Management and Organization Review, 2, Zhang, K., Song, L. J., Hackett, R. D., & Bycio, P. (2006). Cultural boundary and expectancy theory-based performance management: A commentary on DeNisi and Pritchard s performance improvement model. Management and Organization Review, 2,

7 October 20: Equity and Justice Colquitt, J. A., Greenberg, J., & Zapata-Phelan, C. P. (2005). What is organizational justice? A historical overview. In J. Greenberg & J. A. Colquitt (Eds.) Handbook of organizational justice (pp. 3-58). New York, NY: Lawrence Erlbaum Associates. Colquitt, J. A., Conlon, D. E., Wesson, M. J., Porter, C. O. L. H., & Ng, K. Y. (2001). Justice at the millennium: A meta-analytic review of 25 years of organizational justice research. Journal of Applied Psychology, 86, Bolino, M. C., & Turnley, W. H. (2008). Old faces, new places: Equity theory in cross-cultural contexts. Journal of Organizational Behavior, 29, Gilliland, S. W., & Langdon, J. C. (1998). Creating performance management systems that promote perceptions of fairness. In J. W. Smither (Ed.), Performance appraisal: State of the art and practice (pp ). San Francisco, CA: Jossey-Bass. October 27: Team motivation and Dispositional Influences Shamir, B. (1990). Calculations, values and identities: The sources of collectivistic work motivation. Human relations, 43, Chen, G., & Kanfer, R. (2006). Toward a systems theory of motivated behavior in work teams. Research in Organizational Behavior, 27, Judge, T.A., & Ilies, R. (2002). Relationship of personality to performance motivation: A meta-analytic review. Journal of Applied Psychology, 87, Erez, A., & Judge, T.A. (2001). Relationship of core self-evaluations to goal setting, motivation, and performance. Journal of Applied Psychology, 86, November 3: Intrinsic and Extrinsic Motivation and Self-Determination Theory Gagné, M., & Deci, E. L. (2005). Self-determination theory as a new framework for understanding organizational behavior. Journal of Organizational Behavior, 26,

8 Gagné, M., Forest, J., Vansteenkiste, M., Crevier-Braud, L., Van den Broeck, A. et al. (2011). Validation evidence in 10 languages for the Revised Motivation at Work Scale. Baard, P. P. (2002). Intrinsic need satisfaction in organizations: A motivational basis of success in for-profit and not-for-profit settings. In E. L. Deci & R. M. Ryan (Eds.), Handbook of self-determination research (pp ). Rochester, NY: University of Rochester Press. Pfeffer, J. (1998). Six dangerous myths about pay. Harvard Business Review, Gagné, M., & Forest, J. (2008). The study of compensation systems through the lens of self-determination theory: Reconciling 35 years of debate. Canadian Psychology, 49, November 10: Goal Setting and Self-Regulation Theories Locke, E. A., & Latham, G. P. (1990). A theory of goal setting and task performance (Chapters 1-2). Englewood Cliffs, NJ: Prentice Hall. Ordonez, L. D., Schweitzer, M. E., Galinsky, A. D., & Bazerman, M. H. (2009). Goals gone wild: The systematic side effets of overprescribing goal setting. Academy of Management Perspectives, 23, Locke, E. A., & Latham, G. P. (2009). Has goal setting gone wild, or have its attackers abandoned good scholarship? Academy of Management Perspectives, 23, Gollwitzer, P. M., & Brandstatter, V. (1997). Implementation intentions and effective goal pursuit. Journal of Personality and Social Psychology, 73, November 17: Goal Orientations Dweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95, Elliot, A. J., & McGregor (2001). A 2 X 2 achievement goal framework. Journal of Personality and Social Psychology, 80, VandeWalle, D. (2001). Goal orientation: Why wanting to look successful doesn t always lead to success. Organizational Dynamics, 30,

9 Seijts, G. H., Latham, G. P., Tasa, K., & Latham, B. W. (2004). Goal setting and goal orientation: An integration of two different yet related literatures. Academy of Management Journal, 47, November 24: Performance Issues Bartol, K. M., Durham, C. C., Poon, J. M. L. (2001). Influence of performance evaluation rating segmentation on motivation and fairness perceptions. Journal of Applied Psychology, 86, Organ, D. W., & Ryan, K. (1995). A meta-analytic review of attitudinal and dispositional predictors of organizational citizenship behavior. Personnel Psychology, 48, Griffin, M. A., Neal, A., Parker, S. K. (2007). A new model of work role performance: Positive behavior in uncertain and interdependent contexts. Academy of Management Journal, 50, Hunter, S. T., Bedell, K. E., Mumford, M. D. (2007). Climate for creativity: A quantitative review. Creativity Research Journal, 19, December 1: Leadership and Job Design Bono, J. E., & Judge, T. A. (2003). Self-concordance at work: Toward understanding the motivational effects of transformational leaders. Academy of Management Journal, 46, Grant, A. M., Fried, Y., & Juillerat, T. (2010). Work matters: Job design in classic and contemporary perspectives. In S. Zedeck (Ed.), APA handbook of industrial and organizational psychology, 1: Washington, DC: American Psychological Association. Humphrey, S. E., Nahrgang, J. D., & Morgeson, F. P. (2007). Integrating motivational, social and contextual work design features: A meta-analytic summary and theoretical extension of the work design literature. Journal of Applied Psychology, 92,