BASIC MOTIVATION CONCEPTS

LEARNING OBJECTIVES
After studying this chapter, students shu!d "e a"!e t#
$% Out!ine the &ti'atin prcess%
(% )escri"e *as!+,s need hierarchy%
-% Cntrast Thery . and Thery /%
0% )ifferentiate &ti'atrs fr& hygiene factrs%
1% List the characteristics that high achie'ers prefer in a 2"%
3% Su&&ari4e the types f ga!s that increase perfr&ance%
5% State the i&pact f under6re+arding e&p!yees%
7% C!arify the 8ey re!atinships in e9pectancy thery%
:% E9p!ain h+ the cnte&prary theries f &ti'atin c&p!e&ent each ther%
C;A<TER OVERVIE=
The theries +e ha'e discussed in this chapter address different utc&e 'aria"!es% S&e, fr instance, are directed at
e9p!aining turn'er, +hi!e thers e&phasi4e prducti'ity% The theries a!s differ in their predicti'e strength% In this
sectin, +e $> re'ie+ the 8ey &ti'atin theries t deter&ine their re!e'ance in e9p!aining ur dependent 'aria"!es,
and (> assess the predicti'e p+er f each%
Need theries% =e intrduced fur theries that fcused n needs% These +ere *as!+,s hierarchy, t+6factr, ERG,
and *cC!e!!and,s needs theries% The strngest f these is pr"a"!y the !ast, particu!ar!y regarding the re!atinship
"et+een achie'e&ent and prducti'ity% If the ther three ha'e any 'a!ue at a!!, that 'a!ue re!ates t e9p!aining and
predicting 2" satisfactin%
Ga!6setting thery% There is !itt!e dispute that c!ear and difficu!t ga!s !ead t higher !e'e!s f e&p!yee prducti'ity%
This e'idence !eads us t cnc!ude that ga!6setting thery pr'ides ne f the &re p+erfu! e9p!anatins f this
dependent 'aria"!e% The thery, h+e'er, des nt address a"senteeis&, turn'er, r satisfactin%
Reinfrce&ent thery% This thery has an i&pressi'e recrd fr predicting factrs !i8e ?ua!ity and ?uantity f +r8,
persistence f effrt, a"senteeis&, tardiness, and accident rates% It des nt ffer &uch insight int e&p!yee
satisfactin r the decisin t ?uit%
E?uity thery% E?uity thery dea!s +ith a!! fur dependent 'aria"!es% ;+e'er, it is strngest +hen predicting a"sence
and turn'er "eha'irs and +ea8est +hen predicting differences in e&p!yee prducti'ity%
E9pectancy thery% Our fina! thery fcused n perfr&ance 'aria"!es% It has pr'ed t ffer a re!ati'e!y p+erfu!
e9p!anatin f e&p!yee prducti'ity, a"senteeis&, and turn'er, "ut e9pectancy thery assu&es that e&p!yees ha'e
fe+ cnstraints n their decisin discretin% It &a8es &any f the sa&e assu&ptins that the ratina! &de! &a8es
a"ut indi'idua! decisin6&a8ing @see Chapter 1>% This acts t restrict its app!ica"i!ity%
Ar &a2r decisins, such as accepting r resigning fr& a 2", e9pectancy thery +r8s +e!! "ecause pep!e d nt
rush int decisins f this nature% They are &re prne t ta8e the ti&e t carefu!!y cnsider the csts and "enefits f
a!! the a!ternati'es% ;+e'er, e9pectancy thery is nt a 'ery gd e9p!anatin fr &re typica! types f +r8
"eha'ir, especia!!y fr indi'idua!s in !+er6!e'e! 2"s, "ecause such 2"s c&e +ith cnsidera"!e !i&itatins i&psed
"y +r8 &ethds, super'isrs, and c&pany p!icies% =e +u!d cnc!ude, therefre, that e9pectancy thery,s p+er
in e9p!aining e&p!yee prducti'ity increases +here the 2"s "eing perfr&ed are &re c&p!e9 and higher in the
rgani4atin @+here discretin is greater>%
A Guide thrugh the *a4e% E9hi"it 36$B su&&ari4es +hat +e 8n+ a"ut the p+er f the &re +e!! 8n+n
&ti'atin theries t e9p!ain and predict ur fur dependent 'aria"!es% =hi!e "ased n a +ea!th f research, it a!s
inc!udes s&e su"2ecti'e 2udg&ents% ;+e'er, it des pr'ide a reasna"!e guide thrugh the &ti'atin thery &a4e%
=EB E.ERCISES
At the end f each chapter f this instructr,s &anua! yu +i!! find suggested e9ercises and ideas fr researching the
=== n OB tpics% The e9ercises CE9p!ring OB Tpics n the =e"D are set up s that yu can si&p!y phtcpy
the pages, distri"ute the& t yur c!ass, and &a8e assign&ents accrding!y% /u &ay +ant t assign the e9ercises as
an ut6f6c!ass acti'ity r as !a" acti'ities +ith yur c!ass% =ithin the !ecture ntes the graphic
+i!! nte that there is a === acti'ity t supprt this &ateria!%
The chapter pens +ith the stry f E*C data strage, +hich is a&ng e&p!yers that are ha'ing e&p!yees +a!8 n
$1BB degree ca!s% =hi!e there is n prf that +a!8ing n ca!s increases acc&p!ish&ent "y snuffing ut fear, the
anecdta! e'idence fr& s&e f the senir e&p!yees suggests that des &ti'ate e&p!yees at E*C t tac8!e the
difficu!t 2"s%
C;A<TER OETLINE
A% =hat is *ti'atinF
Ntes#
$% *any pep!e incrrect!y 'ie+ &ti'atin as a persna! traitGthat is, s&e ha'e it and thers d nt% *ti'atin is
the resu!t f the interactin f the indi'idua! and the situatin%
(% )efinitin# *ti'atin is Cthe prcesses that accunt fr an indi'idua!,s intensity, directin, and persistence f effrt
t+ard attaining a ga!%D
-% =e +i!! narr+ the fcus t rgani4atina! ga!s in rder t ref!ect ur singu!ar interest in +r86re!ated "eha'ir%
0% The three 8ey e!e&ents f ur definitin are intensity, directin, and persistence#
H Intensity is cncerned +ith h+ hard a persn tries% This is the e!e&ent &st f us fcus n +hen +e ta!8 a"ut
&ti'atin%
H )irectin is the rientatin that "enefits the rgani4atin%
H <ersistence is a &easure f h+ !ng a persn can &aintain hisIher effrt% *ti'ated indi'idua!s stay +ith a tas8 !ng
enugh t achie'e their ga!%
B% Ear!y Theries f *ti'atin
$% In the $:1Bs three specific theries +ere fr&u!ated and are the "est 8n+n# hierarch f needs thery, Theries .
and /, and the t+6factr thery%
(% These ear!y theries are i&prtant t understand "ecause they represent a fundatin fr& +hich cnte&prary
theries ha'e gr+n% <racticing &anagers sti!! regu!ar!y use these theries and their ter&in!gy in e9p!aining
e&p!yee &ti'atin%
C% ;ierarchy f Needs Thery
Ntes#
$% A"raha& *as!+,s hierarchy f needs is the &st +e!!68n+n thery f &ti'atin% ;e hypthesi4ed that +ithin
e'ery hu&an "eing there e9ists a hierarchy f fi'e needs# @See E9hi"it 36$>%
H <hysi!gica!# Inc!udes hunger, thirst, she!ter, se9, and ther "di!y needs
H Safety# Inc!udes security and prtectin fr& physica! and e&tina! har&
H Scia!# Inc!udes affectin, "e!ngingness, acceptance, and friendship
H Estee&# Inc!udes interna! estee& factrs such as se!f6respect, autn&y, and achie'e&entJ and e9terna! estee&
factrs such as status, recgnitin, and attentin
H Se!f6actua!i4atin# The dri'e t "ec&e +hat ne is capa"!e f "ec&ingJ inc!udes gr+th, achie'ing ne,s ptentia!,
and se!f6fu!fi!!&ent
(% As a need "ec&es su"stantia!!y satisfied, the ne9t need "ec&es d&inant% N need is e'er fu!!y gratifiedJ a
su"stantia!!y satisfied need n !nger &ti'ates%
-% *as!+ separated the fi'e needs int higher and !+er rders%
H <hysi!gica! and safety needs are descri"ed as !+er6rder%
H Scia!, estee&, and se!f6actua!i4atin are as higher6rder needs
H ;igher6rder needs are satisfied interna!!y%
H L+er6rder needs are pred&inant!y satisfied e9terna!!y%
0% *as!+,s need thery has recei'ed +ide recgnitin, particu!ar!y a&ng practicing &anagers% Research des nt
genera!!y 'a!idate the thery%
1% *as!+ pr'ided n e&pirica! su"stantiatin, and se'era! studies that sught t 'a!idate the thery fund n
supprt fr it%
Instructr Nte# At this pint in the !ecture yu &ay +ant t intrduce the TEA* E.ERCISE# =hat ) <ep!e =ant
fr& Their J"sF fund in the te9t% The purpse f the e9ercise is t he!p students "etter understand the i&prtance f
;er4"erg,s &de!% It i!!ustrates the difference "et+een +hat &ti'ates indi'idua!s 'ersus +hat causes n!y
satisfactin%
)% Thery . and Thery /
Ntes#
$% )ug!as *cGregr cnc!uded that a &anager,s 'ie+ f the nature f hu&an "eings is "ased n a certain gruping
f assu&ptins and he r she tends t &!d his r her "eha'ir t+ard e&p!yees accrding t these assu&ptins%
(% Thery . assu&ptins are "asica!!y negati'e%
H E&p!yees inherent!y dis!i8e +r8 and, +hene'er pssi"!e, +i!! atte&pt t a'id it%
H Since e&p!yees dis!i8e +r8, they &ust "e cerced, cntr!!ed, r threatened +ith punish&ent%
H E&p!yees +i!! a'id respnsi"i!ities and see8 fr&a! directin +hene'er pssi"!e%
H *st +r8ers p!ace security a"'e a!! ther factrs and +i!! disp!ay !itt!e a&"itin%
)% Thery . and Thery / @cnt%>
Ntes#
-% Thery / assu&ptins are "asica!!y psiti'e%
H E&p!yees can 'ie+ +r8 as "eing as natura! as rest r p!ay%
H <ep!e +i!! e9ercise se!f6directin and se!f6cntr! if they are c&&itted t the "2ecti'es%
H The a'erage persn can !earn t accept, e'en see8, respnsi"i!ity%
H The a"i!ity t &a8e inn'ati'e decisins is +ide!y dispersed thrughut the ppu!atin%
0% =hat are the i&p!icatins fr &anagersF This is "est e9p!ained "y using *as!+,s fra&e+r8#
H Thery . assu&es that !+er6rder needs d&inate indi'idua!s%
H Thery / assu&es that higher6rder needs d&inate indi'idua!s%
H *cGregr hi&se!f he!d t the "e!ief that Thery / assu&ptins +ere &re 'a!id than Thery .%
H There is n e'idence t cnfir& that either set f assu&ptins is 'a!id%
H Either Thery . r Thery / assu&ptins &ay "e apprpriate in a particu!ar situatin%
Instructr Nte# At this pint in the !ecture yu &ay +ant t intrduce the */T; OR SCIENCEF# C<ep!e Are
Inherent!y La4yD fund in the te9t and at the end f these chapter ntes% The discussin f the &ateria! +i!! pr'ide
students the pprtunity t identify Thery . r Thery / theries in practice%
*/T; OR SCIENCEF K C<ep!e Are Inherent!y La4yD
This state&ent is fa!se n t+ !e'e!s% A!! pep!e are nt inherent!y !a4y, and C!a4inessD is &re a functin f the
situatin than an inherent indi'idua! characteristic% If this state&ent is &eant t i&p!y that a!! pep!e are inherent!y
!a4y, the e'idence strng!y indicated the cntrary% *any pep!e tday suffer fr& the ppsite aff!ictinGthey are
'er!y "usy, 'er+r8ed, and suffer fr& 'er6e9ertin% =hether e9terna!!y &ti'ated r interna!!y6dri'en, a gd
prtin f the !a"r frce is anything "ut !a4y%
*anagers fre?uent!y dra+ that cnc!usin "y +atching a fe+ f their e&p!yees +h &ay "e !a4y at +r8, "ut these
sa&e e&p!yees are ften ?uite industrius ff the 2"% <ep!e,s need structures differ% As acc&panying E9hi"it 36(
i!!ustrates, e'idence indicates that +r8 needs differ "y gender, age inc&e !e'e!, 2" type, and !e'e! in the
rgani4atin%
Enfrtunate!y, +r8 ften ran8s !+ in its a"i!ity t satisfy indi'idua! needs% Very fe+ pep!e are perpetua!!y !a4y%
They &ere!y differ in ter&s f the acti'ities they &st en2y ding%
C!ass E9ercise#
Befre re'ie+ing this situatin, discuss +ith students the tas8 f +r8ing n tea& pr2ects%
=hat cnstitutes +r8ing hard n a tea& pr2ectF
=hat &ti'ates the& t +r8 hardF
=hy +u!d a tea& &e&"er nt +r8 hardF Nt carry hisIher fair shareF
;+ cu!d they &a8e the tea& pr2ect as i&prtant t the ther tea& &e&"ers as it is t the&F
E% T+6Aactr Thery
Ntes#
$% The T+6Aactr Thery is s&eti&es a!s ca!!ed &ti'atin6hygiene thery%
(% <rpsed "y psych!gist Arederic8 ;er4"erg +hen he in'estigated the ?uestin, C=hat d pep!e +ant fr& their
2"sFD ;e as8ed pep!e t descri"e, in detai!, situatins in +hich they fe!t e9ceptina!!y gd r "ad a"ut their 2"s%
These respnses +ere then ta"u!ated and categri4ed%
-% Ar& the categri4ed respnses, ;er4"erg cnc!uded#
H Intrinsic factrs, such as ad'ance&ent, recgnitin, respnsi"i!ity, and achie'e&ent see& t "e re!ated t 2"
satisfactin%
H )issatisfied respndents tended t cite e9trinsic factrs, such as super'isin, pay, c&pany p!icies, and +r8ing
cnditins%
H The ppsite f satisfactin is nt dissatisfactin%
H Re&'ing dissatisfying characteristics fr& a 2" des nt necessari!y &a8e the 2" satisfying%
0% J" satisfactin factrs are separate and distinct fr& 2" dissatisfactin factrs% *anagers +h e!i&inate 2"
dissatisfactin factrs &ay nt necessari!y "ring a"ut &ti'atin%
1% =hen hygiene factrs are ade?uate, pep!e +i!! nt "e dissatisfiedJ neither +i!! they "e satisfied% T &ti'ate
pep!e, e&phasi4e factrs intrinsica!!y re+arding that are assciated +ith the +r8 itse!f r t utc&es direct!y
deri'ed fr& it%
3% Criticis&s f the thery#
H The prcedure that ;er4"erg used is !i&ited "y its &ethd!gy%
H The re!ia"i!ity f ;er4"erg,s &ethd!gy is ?uestined%
H N 'era!! &easure f satisfactin +as uti!i4ed%
H ;er4"erg assu&ed a re!atinship "et+een satisfactin and prducti'ity, "ut the research &ethd!gy he used !8ed
n!y at satisfactin, nt at prducti'ity%
5% Regard!ess f criticis&s, ;er4"erg,s thery has "een +ide!y read, and fe+ &anagers are unfa&i!iar +ith his
rec&&endatins%
H The ppu!arity f 'ertica!!y e9panding 2"s t a!!+ +r8ers greater respnsi"i!ity can pr"a"!y "e attri"uted t
;er4"erg,s findings%
H Cnte&prary Theries f *ti'atin
Cnte&prary Theries f *ti'atin
Ntes#
The f!!+ing theries are cnsidered cnte&prary nt "ecause they necessari!y +ere de'e!ped recent!y, "ut
"ecause they represent the current state f the art in e9p!aining e&p!yee &ti'atin%
A% ERG Thery
$% C!aytn A!derfer re+r8ed *as!+,s need hierarchy t a!ign it +ith the e&pirica! research% ;is re'ised need
hierarchy is !a"e!ed ERG thery%
(% A!derfer argues that there are three grups f cre needs# e9istence, re!atedness, and gr+th%
A% ERG Thery @cnt%>
Ntes#
-% The e9istence grup
H <r'ides ur "asic &ateria! e9istence re?uire&ents
H They inc!ude *as!+,s physi!gica! and safety needs%
0% Re!atedness
H The desire +e ha'e fr &aintaining i&prtant interpersna! re!atinships
H These scia! and status desires re?uire interactin +ith thers%
H They a!ign +ith *as!+,s scia! need and the e9terna! c&pnent%
1% Gr+th needs
H An intrinsic desire fr persna! de'e!p&ent
H These inc!ude the intrinsic c&pnent fr& *as!+,s estee& categry and the characteristics inc!uded under se!f6
actua!i4atin%
3% In additin t c!!apsing *as!+,s fi'e int three, A!derfer,s ERG thery a!s differs fr& *as!+,s in that#
H *re than ne need &ay "e perati'e at the sa&e ti&e%
H If the gratificatin f a higher6!e'e! need is stif!ed, the desire t satisfy a !+er6!e'e! need increases%
H ERG thery des nt assu&e that there e9ists a rigid hierarchy% A persn can "e +r8ing n gr+th e'en thugh
e9istence r re!atedness needs are unsatisfied, r a!! three need categries cu!d "e perating at the sa&e ti&e%
5% ERG thery a!s cntains a frustratin6regressin di&ensin%
H *as!+ argued that an indi'idua! +u!d stay at a certain need !e'e! unti! that need +as satisfied% ERG argues that
&u!tip!e needs can "e perating as &ti'atrs at the sa&e ti&e%
H ERG thery ntes that +hen a higher6rder need !e'e! is frustrated, the indi'idua!,s desire t increase a !+er6!e'e!
need ta8es p!ace%
7% ERG thery is &re cnsistent +ith ur 8n+!edge f indi'idua! differences a&ng pep!e%
H Varia"!es such as educatin, fa&i!y "ac8grund, and cu!tura! en'irn&ent can a!ter the i&prtance r dri'ing frce
that a grup f needs h!ds fr a particu!ar indi'idua!%
H The e'idence de&nstrating that pep!e in ther cu!tures ran8 the need categries different!y +u!d "e cnsistent
+ith ERG thery%
B% *cC!e!!and,s Thery f Needs
$% The thery fcuses n three needs# achie'e&ent, p+er, and affi!iatin%
H Need fr achie'e&ent# The dri'e t e9ce!, t achie'e in re!atin t a set f standards, t stri'e t succeed
H Need fr p+er# The need t &a8e thers "eha'e in a +ay that they +u!d nt ha'e "eha'ed ther+ise
H Need fr affi!iatin# The desire fr friend!y and c!se interpersna! re!atinships
B% *cC!e!!and,s Thery f Needs @cnt%>
Ntes#
(% S&e pep!e ha'e a c&pe!!ing dri'e t succeed% They are stri'ing fr persna! achie'e&ent rather than the
re+ards f success per se% This dri'e is the achie'e&ent need @nAch>%
-% *cC!e!!and fund that high achie'ers differentiate the&se!'es fr& thers "y their desire t d things "etter%
H They see8 persna! respnsi"i!ity fr finding s!utins t pr"!e&s%
H They +ant t recei'e rapid feed"ac8 n their perfr&ance s they can te!! easi!y +hether they are i&pr'ing r nt%
H They can set &derate!y cha!!enging ga!s% ;igh achie'ers are nt ga&"!ersJ they dis!i8e succeeding "y chance%
H ;igh achie'ers perfr& "est +hen they percei'e their pr"a"i!ity f success as 1B61B%
H They !i8e t set ga!s that re?uire stretching the&se!'es a !itt!e%
0% The need fr p+er @n<+> is the desire t ha'e i&pact, t "e inf!uentia!, and t cntr! thers%
H Indi'idua!s high in n<+ en2y "eing Cin charge%D
H Stri'e fr inf!uence 'er thers
H <refer t "e p!aced int c&petiti'e and status6riented situatins
H Tend t "e &re cncerned +ith prestige and gaining inf!uence 'er thers than +ith effecti'e perfr&ance
1% The third need is!ated "y *cC!e!!and is affi!iatin @nAf!>%
H This need has recei'ed the !east attentin fr& researchers%
H Indi'idua!s +ith a high affi!iatin &ti'e stri'e fr friendship%
H <refer cperati'e situatins rather than c&petiti'e nes
H )esire re!atinships in'!'ing a high degree f &utua! understanding
3% Re!ying n an e9tensi'e a&unt f research, s&e reasna"!y +e!!6supprted predictins can "e &ade "ased n the
re!atinship "et+een achie'e&ent need and 2" perfr&ance%
H Airst, as sh+n in E9hi"it 360, indi'idua!s +ith a high need t achie'e prefer 2" situatins +ith persna!
respnsi"i!ity, feed"ac8, and an inter&ediate degree f ris8% =hen these characteristics are pre'a!ent, high achie'ers
+i!! "e strng!y &ti'ated%
H Secnd, a high need t achie'e des nt necessari!y !ead t "eing a gd &anager, especia!!y in !arge rgani4atins%
<ep!e +ith a high achie'e&ent need are interested in h+ +e!! they d persna!!y and nt in inf!uencing thers t d
+e!!%
H Third, the needs fr affi!iatin and p+er tend t "e c!se!y re!ated t &anageria! success% The "est &anagers are
high in their need fr p+er and !+ in their need fr affi!iatin%
H Aina!!y, e&p!yees ha'e "een successfu!!y trained t sti&u!ate their achie'e&ent need% Trainers ha'e "een effecti'e
in teaching indi'idua!s t thin8 in ter&s f acc&p!ish&ents, +inning, and success, and then he!ping the& t !earn
h+ t act in a high achie'e&ent +ay "y preferring situatins +here they ha'e persna! respnsi"i!ity, feed"ac8, and
&derate ris8s%
C% Cgniti'e E'a!uatin Thery
Ntes#
$% In the !ate $:3Bs, ne researcher prpsed that the intrductin f e9trinsic re+ards, such as pay, fr +r8 effrt
that had "een pre'ius!y intrinsica!!y re+arding due t the p!easure assciated +ith the cntent f the +r8 itse!f,
+u!d tend t decrease the 'era!! !e'e! f &ti'atin%
(% This has c&e t "e ca!!ed the cgniti'e e'a!uatin thery% =e!! researched and supprted therists ha'e assu&ed
that intrinsic &ti'atins, such as achie'e&ent, etc%, are independent f e9trinsic &ti'atrs such as high pay,
pr&tins, etc%
-% Cgniti'e e'a!uatin thery suggests ther+ise% =hen e9trinsic re+ards are used "y rgani4atins as payffs fr
superir perfr&ance, the intrinsic re+ards, +hich are deri'ed fr& indi'idua!s ding +hat they !i8e, are reduced%
0% The ppu!ar e9p!anatin is that the indi'idua! e9periences a !ss f cntr! 'er his r her +n "eha'ir s that the
pre'ius intrinsic &ti'atin di&inishes%
1% Aurther&re, the e!i&inatin f e9trinsic re+ards can prduce a shiftGfr& an e9terna! t an interna! e9p!anatin
Gin an indi'idua!,s perceptin f causatin f +hy he r she +r8s n a tas8%
3% If the cgniti'e e'a!uatin thery is 'a!id, it shu!d ha'e &a2r i&p!icatins fr &anageria! practices%
H If pay r ther e9trinsic re+ards are t "e effecti'e &ti'atrs, they shu!d "e &ade cntingent n an indi'idua!,s
perfr&ance%
H Cgniti'e e'a!uatin therists +u!d argue that this +i!! tend n!y t decrease the interna! satisfactin that the
indi'idua! recei'es fr& ding the 2"%
H If crrect, it +u!d &a8e sense t &a8e an indi'idua!,s pay nn6cntingent n perfr&ance in rder t a'id
decreasing intrinsic &ti'atin%
5% =hi!e supprted in a nu&"er f studies, cgniti'e e'a!uatin thery has a!s &et +ith attac8s, specifica!!y n the
&ethd!gy used and in the interpretatin f the findings%
$B% Aurther research is needed t c!arify s&e f the current a&"iguity% The e'idence des !ead us t cnc!ude that the
interdependence f e9trinsic and intrinsic re+ards is a rea! phen&enn%
$$% Its i&pact n e&p!yee &ti'atin at +r8 &ay "e cnsidera"!y !ess than rigina!!y thught%
H Airst, &any f the studies testing the thery +ere dne +ith students%
H Secnd, e'idence indicates that 'ery high intrinsic &ti'atin !e'e!s are strng!y resistant t the detri&enta! i&pacts
f e9trinsic re+ards%
H The thery &ay ha'e !i&ited app!ica"i!ity t +r8 rgani4atins "ecause &st !+6!e'e! 2"s are nt inherent!y
satisfying enugh t fster high intrinsic interest, and &any &anageria! and prfessina! psitins ffer intrinsic
re+ards%
)% Ga!6Setting Thery
Ntes#
$% In the !ate $:3Bs, Ed+in Lc8e prpsed that intentins t +r8 t+ard a ga! are a &a2r surce f +r8
&ti'atin%
(% Ga!s te!! an e&p!yee +hat needs t "e dne and h+ &uch effrt is needed% The e'idence strng!y supprts the
'a!ue f ga!s%
-% Specific hard ga!s prduce a higher !e'e! f utput than d the genera!i4ed ga!s%
0% If factrs !i8e a"i!ity and acceptance f the ga!s are he!d cnstant, +e can a!s state that the &re difficu!t the ga!,
the higher the !e'e! f perfr&ance%
1% <ep!e +i!! d "etter +hen they get feed"ac8 n h+ +e!! they are prgressing t+ard their ga!s% Se!f6generated
feed"ac8 is &re p+erfu! a &ti'atr than e9terna!!y generated feed"ac8%
The e'idence is &i9ed regarding the superirity f participati'e 'er assigned ga!s% If e&p!yees ha'e the
pprtunity t participate in the setting f their +n ga!s, +i!! they try harderF
A &a2r ad'antage f participatin &ay "e in increasing acceptance%
If pep!e participate in ga! setting, they are &re !i8e!y t accept e'en a difficu!t ga! than if they are ar"itrari!y
assigned it "y their "ss%
5% There are cntingencies in ga!6setting thery% In additin t feed"ac8, fur ther factrs inf!uence the ga!s6
perfr&ance re!atinship%
Ga! c&&it&ent# Ga!6setting thery presuppses that an indi'idua! is c&&itted t the ga!%
Ade?uate se!f6efficacy# Se!f6efficacy refers t an indi'idua!,s "e!ief that he r she is capa"!e f perfr&ing a tas8% The
higher yur se!f6efficacy, the &re cnfidence yu ha'e in yur a"i!ity t succeed in a tas8%
Tas8 characteristics# Indi'idua! ga! setting des nt +r8 e?ua!!y +e!! n a!! tas8s% Ga!s see& t ha'e a &re
su"stantia! effect n perfr&ance +hen tas8s are si&p!e, +e!!6!earned, and independent%
Natina! cu!ture# Ga!6setting thery is cu!ture "und and it is +e!! adapted t Nrth A&erican cu!tures%
7% Intentins, as articu!ated in ter&s f hard and specific ga!s, are a ptent &ti'ating frce% ;+e'er, there is n
e'idence that such ga!s are assciated +ith increased 2" satisfactin%
E% Reinfrce&ent Thery
$% In cntrast t Ga!6Setting thery, +hich is a cgniti'e apprach, Reinfrce&ent thery is "eha'iristic apprach% It
argues that reinfrce&ent cnditins "eha'ir%
H Reinfrce&ent therists see "eha'ir as "eing en'irn&enta!!y caused%
H Reinfrce&ent thery ignres the inner state f the indi'idua! and cncentrates s!e!y n +hat happens t a persn
+hen he r she ta8es s&e actin%
(% The t+ theries are c!ear!y at dds phi!sphica!!y% Reinfrce&ent is undu"ted!y an i&prtant inf!uence n
"eha'ir, "ut fe+ sch!ars are prepared t argue that it is the n!y inf!uence%
A% A!+ and Intrinsic *ti'atin Thery
Ntes#
$% A state f a"s!ute cncentratin that ccurs +hen ding a fa'rite acti'ity% /u !se yurse!f in the tas8 and ften
!se trac8 f ti&e% Ath!etes ca!! this "eing Cin the 4ne%D
(% A 8ey e!e&ent f the f!+ e9perience is that its &ti'atin is unre!ated t end ga!s%
H =hen a persn e9periences the f!+ he r she is c&p!ete!y intrinsica!!y &ti'ated%
H There is e9tre&e cncentratin during the acti'ity% It is +hen the indi'idua! !8s "ac8 n the e9perience he r she is
f!ded +ith fee!ings f gratitude fr the e9perience%
H It is the desire t repeat the e9perience that creates cntinued &ti'atin%
-% Cnditins !i8e!y t prduce a f!+ state#
H Tas8 is cha!!enging and re?uire high !e'e! f s8i!!
H They +ere ga! directed and recei'ed feed"ac8 n h+ they +ere ding%
H Tas8 de&anded tta! cncentratin and creati'ity%
H *re ften t ccur at +r8 than h&e @f!+ is nt assciated +ith !eisure%
0% A *de! f Intrinsic *ti'atin, as descri"ed "y Len Th&as, is an e9tensin f the f!+ cncept% ;e identifies the
8ey e!e&ents that create intrinsic &ti'atin as#
H Chice# The a"i!ity t se!ect tas8 acti'ities that &a8e sense t yu and perfr& the& as yu thin8 apprpriate%
H C&petence# The acc&p!ish&ent yu fee! in s8i!!fu!!y perfr&ing tas8 acti'ities yu ha'e chsen%
H *eaningfu!ness# The pprtunity t pursue a +rthy tas8 purpse, that &atters in the !arger sche&e f things%
H <rgress# Aee!ing yu are &a8ing significant ad'ance&ent in achie'ing the tas8,s purpse%
1% Studies +ith &anageria! staff de&nstrate that these fur c&pnents are significant!y re!ated t i&pr'ed 2"
satisfactin and increased perfr&ance%
G% E?uity Thery
$% =hat r!e des e?uity p!ay in &ti'atinF An e&p!yee +ith se'era! years e9perience can "e frustrated t find ut
that a recent c!!ege grad hired at a sa!ary !e'e! higher than he r she is current!y earnings, causing &ti'atin !e'e!s
t drp% =hyF
(% E&p!yees &a8e c&parisns f their 2" inputs and utc&es re!ati'e t thse f thers% @See E9hi"it 365>%
H If +e percei'e ur rati t "e e?ua! t that f the re!e'ant thers +ith +h& +e c&pare urse!'es, a state f e?uity
is said t e9ist% =e percei'e ur situatin as fair%
H =hen +e see the rati as une?ua!, +e e9perience e?uity tensin%
G% E?uity Thery @cnt%>
Ntes#
-% Additina!!y, the referent that an e&p!yee se!ects adds t the c&p!e9ity f e?uity thery% There are fur referent
c&parisns that an e&p!yee can use#
H Se!f6inside# An e&p!yee,s e9periences in a different psitin inside his r her current rgani4atin
H Se!f6utside# An e&p!yee,s e9periences in a situatin r psitin utside his r her current rgani4atin
H Other6inside# Anther indi'idua! r grup f indi'idua!s inside the e&p!yee,s rgani4atin
H Other6utside# Anther indi'idua! r grup f indi'idua!s utside the e&p!yee,s rgani4atin
0% =hich referent an e&p!yee chses +i!! "e inf!uenced "y the infr&atin the e&p!yee h!ds a"ut referents, as
+e!! as "y the attracti'eness f the referent%
H There are fur &derating 'aria"!es# gender, !ength f tenure, !e'e! in the rgani4atin, and a&unt f educatin r
prfessina!is&%
H *en and +&en prefer sa&e6se9 c&parisns% This a!s suggests that if +&en are t!erant f !+er pay, it &ay "e
due t the c&parati'e standard they use%
H E&p!yees in 2"s that are nt se96segregated +i!! &a8e &re crss6se9 c&parisns than thse in 2"s that are
either &a!e6 r fe&a!e6d&inated%
1% E&p!yees +ith shrt tenure in their current rgani4atins tend t ha'e !itt!e infr&atin a"ut thers%
3% E&p!yees +ith !ng tenure re!y &re hea'i!y n c+r8ers fr c&parisn%
5% Epper6!e'e! e&p!yees tend t "e &re cs&p!itan and ha'e "etter infr&atin a"ut pep!e in ther
rgani4atins% Therefre, these types f e&p!yees +i!! &a8e &re ther6utside c&parisns%
7% =hen e&p!yees percei'e an ine?uity, they can "e predicted t &a8e ne f si9 chices#
H Change their inputs%
H Change their utc&es%
H )istrt perceptins f se!f%
H )istrt perceptins f thers%
H Chse a different referent%
H Lea'e the fie!d%
:% The thery esta"!ishes the f!!+ing prpsitins re!ating t ine?uita"!e pay#
H Gi'en pay&ent "y ti&e, 'er6re+arded e&p!yees +i!! prduce &re than +i!! e?uita"!y paid e&p!yees%
H Gi'en pay&ent "y ?uantity f prductin, 'er6re+arded e&p!yees +i!! prduce fe+er, "ut higher ?ua!ity, units
than +i!! e?uita"!y paid e&p!yees%
H Gi'en pay&ent "y ti&e, under6re+arded e&p!yees +i!! prduce !ess r prer ?ua!ity f utput%
H Gi'en pay&ent "y ?uantity f prductin, under6re+arded e&p!yees +i!! prduce a !arge nu&"er f !+6?ua!ity
units in c&parisn +ith e?uita"!y paid e&p!yees%
;% E?uity Thery @cnt%>
Ntes#
$B% These prpsitins ha'e genera!!y "een supprted +ith a fe+ &inr ?ua!ificatins%
H Ine?uities created "y 'erpay&ent d nt see& t ha'e a 'ery significant i&pact n "eha'ir in &st +r8
situatins%
H Nt a!! pep!e are e?uity sensiti'e%
$$% E&p!yees a!s see& t !8 fr e?uity in the distri"utin f ther rgani4atina! re+ards%
$(% Aina!!y, recent research has "een directed at e9panding +hat is &eant "y e?uity r fairness%
H ;istrica!!y, e?uity thery fcused n distri"uti'e 2ustice r the percei'ed fairness f the a&unt and a!!catin f
re+ards a&ng indi'idua!s%
H E?uity shu!d a!s cnsider prcedura! 2ustice, the percei'ed fairness f the prcess used t deter&ine the
distri"utin f re+ards%
H The e'idence indicates that distri"uti'e 2ustice has a greater inf!uence n e&p!yee satisfactin than prcedura!
2ustice%
H <rcedura! 2ustice tends t affect an e&p!yee,s rgani4atina! c&&it&ent, trust in his r her "ss, and intentin t
?uit%
H By increasing the perceptin f prcedura! fairness, e&p!yees are !i8e!y t 'ie+ their "sses and the rgani4atin as
psiti'e e'en if they are dissatisfied +ith pay, pr&tins, and ther persna! utc&es%
$-% E?uity thery de&nstrates that, fr &st e&p!yees, &ti'atin is inf!uenced significant!y "y re!ati'e re+ards as
+e!! as "y a"s!ute re+ards, "ut s&e 8ey issues are sti!! unc!ear%
Instructr Nte# At this pint in the !ecture yu &ay +ant t intrduce the <OINT6COENTER <OINT# *ney
*ti'ates fund in the te9t and at the end f these chapter ntes%
I% E9pectancy Thery
Ntes#
$% E9pectancy thery is ne f the &st +ide!y accepted e9p!anatins f &ti'atin% Victr Vr&,s e9pectancy
thery has its critics "ut &st f the research is supprti'e%
(% E9pectancy thery argues that the strength f a tendency t act in a certain +ay depends n the strength f an
e9pectatin that the act +i!! "e f!!+ed "y a gi'en utc&e and n the attracti'eness f that utc&e t the
indi'idua!%
-% It says that an e&p!yee +i!! "e &ti'ated t e9ert a high !e'e! f effrt +hen heIshe "e!ie'es that#
H Effrt +i!! !ead t a gd perfr&ance appraisa!%
H That a gd appraisa! +i!! !ead t rgani4atina! re+ards%
H That the re+ards +i!! satisfy hisIher persna! ga!s%
I% E9pectancy Thery @cnt%>
Ntes#
0% Three 8ey re!atinships @See E9hi"it 365>%
H Effrt6perfr&ance re!atinship# the pr"a"i!ity percei'ed "y the indi'idua! that e9erting a gi'en a&unt f effrt
+i!! !ead t perfr&ance
H <erfr&ance6re+ard re!atinship# the degree t +hich the indi'idua! "e!ie'es that perfr&ing at a particu!ar !e'e!
+i!! !ead t the attain&ent f a desired utc&e
H Re+ards6persna! ga!s re!atinship# the degree t +hich rgani4atina! re+ards satisfy an indi'idua!,s persna!
ga!s r needs and the attracti'eness f thse ptentia! re+ards fr the indi'idua!
1% E9pectancy thery he!ps e9p!ain +hy a !t f +r8ers &ere!y d the &ini&u& necessary t get "y% Ar e9a&p!e#
H If I gi'e a &a9i&u& effrt, +i!! it "e recgni4ed in &y perfr&ance appraisa!F
N, if the rgani4atin,s perfr&ance appraisa! assesses nnperfr&ance factrs% The e&p!yee, right!y r +rng!y,
percei'es that hisIher "ss des nt !i8e hi&Iher%
H If I get a gd perfr&ance appraisa!, +i!! it !ead t rgani4atina! re+ardsF
Typica!!y &any e&p!yees see the perfr&ance6re+ard re!atinship in their 2" as +ea8%
H If I a& re+arded, are the re+ards nes that I find persna!!y attracti'eF
It is i&prtant the re+ards "eing tai!red t indi'idua! e&p!yee needs
3% The 8ey t e9pectancy thery is the understanding f an indi'idua!,s ga!s and the !in8age "et+een effrt and
perfr&ance, "et+een perfr&ance and re+ards, and fina!!y, "et+een the re+ards and indi'idua! ga! satisfactin%
5% As a cntingency &de!, e9pectancy thery recgni4es that there is n uni'ersa! princip!e fr e9p!aining e'eryne,s
&ti'atins%
7% Atte&pts t 'a!idate the thery ha'e "een c&p!icated "y &ethd!gica! criterin and &easure&ent pr"!e&s%
H <u"!ished studies that purprt t supprt r negate the thery &ust "e 'ie+ed +ith cautin%
H I&prtant!y, &st studies ha'e fai!ed t rep!icate the &ethd!gy as it +as rigina!!y prpsed%
H S&e critics suggest that the thery has n!y !i&ited use, arguing that it tends t "e &re 'a!id fr predicting in
situatins +here effrt6perfr&ance and perfr&ance6re+ard !in8ages are c!ear!y percei'ed "y the indi'idua!%
J% )n,t Arget A"i!ity and Opprtunity
Ntes#
$% Success n a 2" is faci!itated r hindered "y the e9istence r a"sence f supprt resurces%
(% A ppu!ar a!thugh argua"!y si&p!istic +ay f thin8ing a"ut e&p!yee perfr&ance is as a functin f the
interactin f a"i!ity and &ti'atinJ that is, perfr&ance M f@A N *>%
-% If either is inade?uate, perfr&ance +i!! "e negati'e!y affected% =e need t add pprtunity t perfr& t ur
e?uatinGperfr&ance M f@A N * N O>%
@See E9hi"it 36:>%
0% =hen yu atte&pt t assess +hy an e&p!yee &ay nt "e perfr&ing t the !e'e! that yu "e!ie'e he r she is
capa"!e f, !8 t the en'irn&ent t see if it is supprti'e%
Integrating Cnte&prary Theries f *ti'atin
Ntes#
$% The *de! in E9hi"it 36$B integrates &uch f +hat +e 8n+ a"ut &ti'atin% Its "asic fundatin is the
e9pectancy &de!%
(% E9pectancy thery predicts that an e&p!yee +i!! e9ert a high !e'e! f effrt if heIshe percei'es that there is a strng
re!atinship "et+een effrt and perfr&ance, perfr&ance and re+ards, and re+ards and satisfactin f persna!
ga!s%
-% Each f these re!atinships, in turn, is inf!uenced "y certain factrs% Ar effrt t !ead t gd perfr&ance, the
indi'idua! &ust ha'e the re?uisite a"i!ity t perfr&, and the perfr&ance appraisa! syste& &ust "e percei'ed as "eing
fair and "2ecti'e%
0% The fina! !in8 in e9pectancy thery is the re+ards6ga!s re!atinship%
1% ERG thery +u!d c&e int p!ay at this pint% *ti'atin +u!d "e high t the degree that the re+ards an
indi'idua! recei'ed fr his r her high perfr&ance satisfied the d&inant needs cnsistent +ith his r her indi'idua!
ga!s%
3% The &de! cnsiders the achie'e&ent, need, reinfrce&ent, and e?uity theries% ;igh achie'ers are interna!!y
dri'en as !ng as the 2"s they are ding pr'ide the& +ith persna! respnsi"i!ity, feed"ac8, and &derate ris8s%
5% Reinfrce&ent thery recgni4es that the rgani4atin,s re+ards reinfrce the indi'idua!,s perfr&ance%
7% Indi'idua!s +i!! c&pare the re+ards @utc&es> they recei'e fr& the inputs they &a8e +ith the utc&e6input
rati f re!e'ant thers and ine?uities &ay inf!uence the effrt e9pended%
Instructr Nte# At this pint in the !ecture yu &ay +ant t intrduce the CASE INCI)ENT# =hat )ri'es E&p!yees
at *icrsftF fund in the te9t and at the end f these chapter ntes% The case +i!! gi'e students the pprtunity t
identify &ti'atin theries in practice%
Ca'eat E&ptr# *ti'atin Theries Are Cu!ture Bund *anyGTheries =ere )e'e!ped in the Enited States
Ntes#
$% The &st "!atant pr6A&erican characteristic inherent in these theries is the strng e&phasis n indi'idua!is& and
?uantity f !ife% Bth ga!6setting and e9pectancy theries e&phasi4e ga! acc&p!ish&ent as +e!! as ratina! and
indi'idua! thught%
(% *as!+,s need hierarchy
H <ep!e start at the physi!gica! !e'e! and then &'e prgressi'e!y up the hierarchy in this rder# physi!gica!,
safety, scia!, estee&, and se!f6actua!i4atin% This hierarchy a!igns +ith A&erican cu!ture%
H In cuntries +here uncertainty a'idance characteristics are strng, Japan, Greece and *e9ic, security needs +u!d
"e n tp f the need hierarchy% Cuntries !i8e the Nether!ands and )en&ar8 +h scre high n ?ua!ity f !ife
characteristics +u!d ha'e scia! needs at the tp%
H The 'ie+ that a high achie'e&ent need acts as an interna! &ti'atr presuppses t+ cu!tura! characteristicsGa
+i!!ingness t accept a &derate degree f ris8 and a cncern +ith perfr&ance%
-% E?uity thery
H It is "ased n the assu&ptin that +r8ers are high!y sensiti'e t e?uity in re+ard a!!catins% In the Enited States,
e?uity is &eant t "e c!se!y tying pay t perfr&ance%
H ;+e'er, in c!!ecti'ist cu!tures such as the fr&er scia!ist cuntries, e&p!yees e9pect re+ards t ref!ect their
indi'idua! needs as +e!! as their perfr&ance% *re'er, cnsistent +ith a !egacy f c&&unis& and centra!!y
p!anned ecn&ies, e&p!yees e9hi"ited an entit!e&ent attitude%
0% There are crss6cu!tura! cnsistencies%
H The desire fr interesting +r8 see&s i&prtant t a!&st a!! +r8ers%
H Gr+th, achie'e&ent, and respnsi"i!ity +ere rated the tp three and had identica! ran8ings in anther study f
se'era! cuntries%
OEESTIONS AOR REVIE=
$% )es &ti'atin c&e fr& +ithin a persn, r is it a resu!t f the situatinF E9p!ain%
Ans+er K *any pep!e incrrect!y 'ie+ &ti'atin as a persna! traitGthat is, s&e ha'e it and thers d nt%
*ti'atin is the resu!t f the interactin f the indi'idua! and the situatin% The te9t defines &ti'atin as the
prcesses that accunt fr an indi'idua!,s intensity, directin, and persistence f effrt t+ard attaining a ga!% There
are three 8ey e!e&ents%
H Intensity is cncerned +ith h+ hard a persn tries% This is the e!e&ent &st f us fcus n +hen +e ta!8 a"ut
&ti'atin%
H )irectin is the rientatin that "enefits the rgani4atin%
H <ersistence is a &easure f h+ !ng a persn can &aintain hisIher effrt% *ti'ated indi'idua!s stay +ith a tas8 !ng
enugh t achie'e their ga!%
(% =hat are the i&p!icatins f Theries . and / fr &ti'atin practicesF
Ans+er K )ug!as *cGregr cnc!uded that a &anager,s 'ie+ f the nature f hu&an "eings is "ased n a certain
gruping f assu&ptins% Thery . assu&ptins are "asica!!y negati'e% Thery / assu&ptins are "asica!!y psiti'e%
There are se'era! i&p!icatins% Thery . assu&es that !+er6rder needs d&inate indi'idua!s% Thery / assu&es that
higher6rder needs d&inate indi'idua!s% *cGregr hi&se!f he!d t the "e!ief that Thery / assu&ptins +ere &re
'a!id than Thery .% Either Thery . r Thery / assu&ptins &ay "e apprpriate in a particu!ar situatin%
-% C&pare and cntrast *as!+,s hierarchy f needs thery +ith @a> A!derfer,s ERG thery and @"> ;er4"erg,s t+6
factr thery%
Ans+er K A"raha& *as!+,s hierarchy f needs%
H <hysi!gica!GInc!udes hunger, thirst, she!ter, se9, and ther "di!y needs
H SafetyGInc!udes security and prtectin fr& physica! and e&tina! har&
H Scia!GInc!udes affectin, "e!ngingness, acceptance, and friendship
H Estee&GInc!udes interna! estee& factrs such as se!f6respect, autn&y, and achie'e&entJ and a!s e9terna! estee&
factrs such as status, recgnitin, and attentin
H Se!f6actua!i4atinGThe dri'e t "ec&e +hat ne is capa"!e f "ec&ingJ inc!udes gr+th, achie'ing ne,s
ptentia!, and se!f6fu!fi!!&ent
H See E9hi"it 36$%
N need is e'er fu!!y gratifiedJ a su"stantia!!y satisfied need n !nger &ti'ates% *as!+ separated the fi'e needs
int higher and !+er rders%
H <hysi!gica! and safety needs +ere descri"ed as !+er6rder%
H Scia!, estee&, and se!f6actua!i4atin +ere descri"ed as higher6rder needs%
;igher6rder needs are satisfied interna!!y%
L+er6rder needs are pred&inant!y satisfied e9terna!!y%
T+6factr thery is s&eti&es a!s ca!!ed &ti'atin6hygiene thery% It +as prpsed "y psych!gist Arederic8
;er4"erg +hen he in'estigated the ?uestin, C=hat d pep!e +ant fr& their 2"sFD ;er4"erg cnc!uded#
H Intrinsic factrs, such as ad'ance&ent, recgnitin, respnsi"i!ity, and achie'e&ent see& t "e re!ated t 2"
satisfactin%
H )issatisfied respndents tended t cite e9trinsic factrs, such as super'isin, pay, c&pany p!icies, and +r8ing
cnditins%
H The ppsite f satisfactin is nt dissatisfactin%
H Re&'ing dissatisfying characteristics fr& a 2" des nt necessari!y &a8e the 2" satisfying%
H See E9hi"it 36-%
J" satisfactin factrs are separate and distinct fr& 2" dissatisfactin factrs% T &ti'ate pep!e, e&phasi4e
factrs that are intrinsica!!y re+arding that are assciated +ith the +r8 itse!f r t utc&es direct!y deri'ed fr& it%
ERG thery% C!aytn A!derfer re+r8ed *as!+,s need hierarchy t a!ign it +ith the e&pirica! research% ;is re'ised
need hierarchy is !a"e!ed ERG thery% A!derfer argues that there are three grups f cre needsGe9istence,
re!atedness, and gr+th% @cnt%>
H The e9istence grup
<r'iding ur "asic &ateria! e9istence re?uire&ents% They inc!ude *as!+,s physi!gica! and safety needs%
H Re!atedness
The desire +e ha'e fr &aintaining i&prtant interpersna! re!atinships% These scia! and status desires re?uire
interactin +ith thers% They a!ign +ith *as!+,s scia! need and the e9terna! c&pnent%
H Gr+th needs
An intrinsic desire fr persna! de'e!p&ent% These inc!ude the intrinsic c&pnent fr& *as!+,s estee& categry
and the characteristics inc!uded under se!f6actua!i4atin%
A!derfer,s ERG thery a!s differs fr& *as!+,s in that#
H *re than ne need &ay "e perati'e at the sa&e ti&e%
H If the gratificatin f a higher6!e'e! need is stif!ed, the desire t satisfy a !+er6!e'e! need increases%
H ERG thery des nt assu&e that there e9ists a rigid hierarchy%
H A persn can "e +r8ing n gr+th e'en thugh e9istence r re!atedness needs are unsatisfied, r a!! three need
categries cu!d "e perating at the sa&e ti&e%
H ERG thery a!s cntains a frustratin6regressin di&ensin%
*as!+ argued that an indi'idua! +u!d stay at a certain need !e'e! unti! that need +as satisfied%
ERG thery ntes that +hen a higher6rder need !e'e! is frustrated, the indi'idua!,s desire t increase a !+er6!e'e!
need ta8es p!ace% ERG thery is &re cnsistent +ith ur 8n+!edge f indi'idua! differences a&ng pep!e%
0% )escri"e the three needs is!ated "y *cC!e!!and% ;+ are they re!ated t +r8er "eha'irF
Ans+er K )e'e!ped "y )a'id *cC!e!!and and his assciates, the thery fcuses n three needs# achie'e&ent, p+er,
and affi!iatin%
H Need fr achie'e&ent# The dri'e t e9ce!, t achie'e in re!atin t a set f standards, t stri'e t succeed
H Need fr p+er# The need t &a8e thers "eha'e in a +ay that they +u!d nt ha'e "eha'ed ther+ise
H Need fr affi!iatin# The desire fr friend!y and c!se interpersna! re!atinships
S&e pep!e ha'e a c&pe!!ing dri'e t succeed% They are stri'ing fr persna! achie'e&ent rather than the re+ards
f success, per se% This dri'e is the achie'e&ent need @nAch>% *cC!e!!and fund that high achie'ers differentiate
the&se!'es fr& thers "y their desire t d things "etter%
The need fr p+er @n<+> is the desire t ha'e i&pact, t "e inf!uentia!, and t cntr! thers% Indi'idua!s high in
n<+ en2y "eing Cin chargeD and stri'e fr inf!uence 'er thers% They prefer t "e p!aced int c&petiti'e and
status6riented situatins, and tend t "e &re cncerned +ith prestige and gaining inf!uence 'er thers than +ith
effecti'e perfr&ance%
The third need is!ated "y *cC!e!!and is affi!iatin @nAf!>% This need has recei'ed the !east attentin fr& researchers%
Indi'idua!s +ith a high affi!iatin &ti'e stri'e fr friendship% <refer cperati'e situatins rather than c&petiti'e
nes, and desire re!atinships in'!'ing a high degree f &utua! understanding%
1% E9p!ain cgniti'e e'a!uatin thery% ;+ app!ica"!e is it t &anage&ent practiceF
Ans+er K Cgniti'e e'a!uatin thery is +e!! researched and supprted% It suggests that +hen e9trinsic re+ards are
used "y rgani4atins as payffs fr superir perfr&ance, the intrinsic re+ards, +hich are deri'ed fr& indi'idua!s
ding +hat they !i8e, are reduced% If the cgniti'e e'a!uatin thery is 'a!id, it shu!d ha'e &a2r i&p!icatins fr
&anageria! practices%
H If pay r ther e9trinsic re+ards are t "e effecti'e &ti'atrs, they shu!d "e &ade cntingent n an indi'idua!,s
perfr&ance%
H Cgniti'e e'a!uatin therists +u!d argue that this +i!! tend n!y t decrease the interna! satisfactin that the
indi'idua! recei'es fr& ding the 2"%
H If crrect, it +u!d &a8e sense t &a8e an indi'idua!,s pay nn6cntingent n perfr&ance in rder t a'id
decreasing intrinsic &ti'atin%
3% =hat is the r!e f se!f6efficacy in ga! settingF
Ans+er K If factrs such as a"i!ity and acceptance f the ga!s are he!d cnstant, +e can a!s state that the &re
difficu!t the ga!, the higher the !e'e! f perfr&ance% <ep!e +i!! d "etter +hen they get feed"ac8 n h+ +e!! they
are prgressing t+ard their ga!s% Se!f6generated feed"ac8 is &re p+erfu! a &ti'atr than e9terna!!y generated
feed"ac8%
Se!f6efficacy refers t an indi'idua!,s "e!ief that he r she is capa"!e f perfr&ing a tas8% The higher ne,s se!f6
efficacy, the &re cnfidence ne has in his r her a"i!ity t succeed in a tas8%
5% Cntrast distri"uti'e and prcedura! 2ustice% =hat i&p!icatins &ight they ha'e fr designing pay syste&s in
different cuntriesF
Ans+er K ;istrica!!y, e?uity thery fcused n distri"uti'e 2ustice r Cthe percei'ed fairness f the a&unt and
a!!catin f re+ards a&ng indi'idua!s%D E?uity shu!d a!s cnsider prcedura! 2ustice, Cthe percei'ed fairness f
the prcess used t deter&ine the distri"utin f re+ards%D The e'idence indicates that distri"uti'e 2ustice has a greater
inf!uence n e&p!yee satisfactin than prcedura! 2ustice% <rcedura! 2ustice tends t affect an e&p!yee,s
rgani4atina! c&&it&ent, trust in his r her "ss, and intentin t ?uit% By increasing the perceptin f prcedura!
fairness, e&p!yees are !i8e!y t 'ie+ their "sses and the rgani4atin as psiti'e e'en if they are dissatisfied +ith
pay, pr&tins, and ther persna! utc&es%
7% Identify the 'aria"!es in e9pectancy thery%
Ans+er K E9pectancy thery is ne f the &st +ide!y accepted e9p!anatins f &ti'atin% It argues that the strength
f a tendency t act in a certain +ay depends n the strength f an e9pectatin that the act +i!! "e f!!+ed "y a gi'en
utc&e and n the attracti'eness f that utc&e t the indi'idua!% It says that an e&p!yee +i!! "e &ti'ated t
e9ert a high !e'e! f effrt +hen heIshe "e!ie'es that#
H Effrt +i!! !ead t a gd perfr&ance appraisa!%
H That a gd appraisa! +i!! !ead t rgani4atina! re+ards%
H That the re+ards +i!! satisfy the e&p!yee,s persna! ga!s%
Three 8ey re!atinships @See E9hi"it 365%>
H Effrt6perfr&ance re!atinship# the pr"a"i!ity percei'ed "y the indi'idua! that e9erting a gi'en a&unt f effrt
+i!! !ead t perfr&ance
H <erfr&ance6re+ard re!atinship# the degree t +hich the indi'idua! "e!ie'es that perfr&ing at a particu!ar !e'e!
+i!! !ead t the attain&ent f a desired utc&e
H Re+ards6persna! ga!s re!atinship# the degree t +hich rgani4atina! re+ards satisfy an indi'idua!,s persna!
ga!s r needs and the attracti'eness f thse ptentia! re+ards fr the indi'idua!
:% E9p!ain the fr&u!a# <erfr&ance M f@A N * N O>, and gi'e an e9a&p!e%
Ans+er K Success n a 2" is faci!itated r hindered "y the e9istence r a"sence f supprt resurces% A ppu!ar
a!thugh argua"!y si&p!istic +ay f thin8ing a"ut e&p!yee perfr&ance is as a functin f the interactin f a"i!ity
and &ti'atinJ that is, perfr&ance M f@A N *>% If either is inade?uate, perfr&ance +i!! "e negati'e!y affected% =e
need t add pprtunity t perfr& t ur e?uatinGperfr&ance M f@A N * N O>% See E9hi"it 367% =hen yu atte&pt
t assess +hy an e&p!yee &ay nt "e perfr&ing t the !e'e! that yu "e!ie'e he r she is capa"!e f, ta8e a !8 at
the +r8 en'irn&ent t see if it is supprti'e%
$B% =hat cnsistencies a&ng &ti'atin cncepts, if any, app!y crss6cu!tura!!yF
Ans+er K E9hi"it 36: presents a &de! that integrates &uch f +hat +e 8n+ a"ut &ti'atin% There are crss6
cu!tura! cnsistencies%
H The desire fr interesting +r8 see&s i&prtant t a!&st a!! +r8ers%
H Gr+th, achie'e&ent, and respnsi"i!ity +ere rated the tp three and had identica! ran8ings in anther study f
se'era! cuntries%
OEESTIONS AOR CRITICAL T;INLING
$% CThe cgniti'e e'a!uatin thery is cntradictry t reinfrce&ent and e9pectancy theries%D ) yu agree r
disagreeF E9p!ain%
Ans+er K As students &a8e their argu&ents they shu!d inc!ude the f!!+ing facts fr& the te9t%
H Cgniti'e e'a!uatin thery
=hen e9trinsic re+ards are used "y rgani4atins as payffs fr superir perfr&ance, the intrinsic re+ards, +hich
are deri'ed fr& indi'idua!s ding +hat they !i8e, are reduced% The e!i&inatin f e9trinsic re+ards can prduce a
shiftGfr& an e9terna! t an interna! e9p!anatinGin an indi'idua!,s perceptin f causatin f +hy he r she +r8s
n a tas8% If the cgniti'e e'a!uatin thery is 'a!id, it shu!d ha'e &a2r i&p!icatins fr &anageria! practices% The
thery &ay ha'e !i&ited app!ica"i!ity t +r8 rgani4atins "ecause &st !+6!e'e! 2"s are nt inherent!y satisfying
enugh t fster high intrinsic interest, and &any &anageria! and prfessina! psitins ffer intrinsic re+ards%
H Reinfrce&ent thery
Reinfrce&ent thery is "eha'iristic in apprach and is c!ear!y in cntradictin t cgniti'e e'a!uatin thery% It
argues that reinfrce&ent cnditins "eha'ir% Reinfrce&ent therists see "eha'ir as "eing en'irn&enta!!y caused%
Reinfrce&ent thery ignres the inner state f the indi'idua! and cncentrates s!e!y n +hat happens t a persn
+hen he r she ta8es s&e actin% Reinfrce&ent is undu"ted!y an i&prtant inf!uence n "eha'ir, "ut fe+ sch!ars
are prepared t argue that it is the n!y inf!uence%
H E9pectancy thery
E9pectancy thery is ne f the &st +ide!y accepted e9p!anatins f &ti'atin% E9pectancy thery argues that the
strength f a tendency t act in a certain +ay depends n the strength f an e9pectatin that the act +i!! "e f!!+ed "y
a gi'en utc&e and n the attracti'eness f that utc&e t the indi'idua!% It says that an e&p!yee +i!! "e &ti'ated
t e9ert a high !e'e! f effrt +hen heIshe "e!ie'es that#
H Effrt +i!! !ead t a gd perfr&ance appraisa!%
H That a gd appraisa! +i!! !ead t rgani4atina! re+ards%
H That the re+ards +i!! satisfy the e&p!yee,s persna! ga!s%
Three 8ey re!atinships @See E9hi"it 365%>
H Effrt6perfr&ance re!atinship# the pr"a"i!ity percei'ed "y the indi'idua! that e9erting a gi'en a&unt f effrt
+i!! !ead t perfr&ance
H <erfr&ance6re+ard re!atinship# the degree t +hich the indi'idua! "e!ie'es that perfr&ing at a particu!ar !e'e!
+i!! !ead t the attain&ent f a desired utc&e
H Re+ards6persna! ga!s re!atinship# the degree t +hich rgani4atina! re+ards satisfy an indi'idua!,s persna!
ga!s r needs and the attracti'eness f thse ptentia! re+ards fr the indi'idua!
The 8ey t e9pectancy thery is the understanding f an indi'idua!,s ga!s and the !in8age "et+een effrt and
perfr&ance, "et+een perfr&ance and re+ards, and fina!!y, "et+een the re+ards and indi'idua! ga! satisfactin% As
a cntingency &de!, e9pectancy thery recgni4es that there is n uni'ersa! princip!e fr e9p!aining e'eryne,s
&ti'atins%
(% C*anagers shu!d "e a"!e, thrugh prper se!ectin and 2" design, t ha'e e'ery e&p!yee e9perience f!+ in his
r her 2"%D ) yu agree r disagreeF )iscuss%
Ans+er K That +u!d "e a !fty acc&p!ish&ent, h+e'er studies dne n this thery ha'e "een dne n &anage&ent
!e'e! e&p!yees and it re&ains t "e seen +hether r nt it +u!d app!y t the ran8 and fi!e +r8er% ;+e'er,
&anagers can try t design 2"s +ith the ga! f increased 2" satisfactin using intrinsic factrs as &ti'atrs%
Th&as suggests that the are fur c&pnents t "e cnsidered% They are#
H Chice# the a"i!ity t se!ect tas8s acti'ities that &a8e sent t yu and perfr& the& as yu dee& apprpriate%
H C&petence# the acc&p!ish&ent yu fee! in s8i!!fu!!y perfr&ing tas8s acti'ities yu ha'e chsen%
H *eaningfu!ness# the pprtunity t pursue a +rthy tas8 purpseGthat &atters in the !arger sche&e f things%
H <rgress# fee!ing yu are &a8ing significant ad'ance&ent in achie'ing the tas8,s purpse%
J"s re?uiring high !e'e!s f educatin, training, and s8i!! +ith a high degree f autn&y +u!d "e the &st !i8e!y t
a!!+ e&p!yees t e9perience the Cf!+%D
-% Ana!y4e the app!icatin f *as!+,s and ;er4"erg,s theries t an African r Cari""ean natin +here &re than a
?uarter f the ppu!atin is une&p!yed%
Ans+er K Students &ay !ac8 sufficient 8n+!edge f these cu!tures t fu!!y ans+er the ?uestin% They shu!d fcus n
the issues f !arge sca!e une&p!y&ent% It shu!d "e re!ati'e!y "'ius t students that pep!e in ther cu!tures +r!d
ran8 the need categries different!y and that +hat is satisfactin r &ti'atin +i!! 'ary as +e!!%
A"raha& *as!+,s hierarchy f needs%
H <hysi!gica!GInc!udes hunger, thirst, she!ter, se9, and ther "di!y needs
H SafetyGInc!udes security and prtectin fr& physica! and e&tina! har&
H Scia!GInc!udes affectin, "e!ngingness, acceptance, and friendship
H Estee&GInc!udes interna! estee& factrs such as se!f6respect, autn&y, and achie'e&entJ and e9terna! estee&
factrs such as status, recgnitin, and attentin
H Se!f6actua!i4atinGThe dri'e t "ec&e +hat ne is capa"!e f "ec&ingJ inc!udes gr+th, achie'ing ne,s
ptentia!, and se!f6fu!fi!!&ent
H See E9hi"it 36$%
*ti'atin6hygiene thery
Intrinsic factrs, such as ad'ance&ent, recgnitin, respnsi"i!ity, and achie'e&ent see& t "e re!ated t 2"
satisfactin% )issatisfied respndents tended t cite e9trinsic factrs, such as super'isin, pay, c&pany p!icies, and
+r8ing cnditins% J" satisfactin factrs are separate and distinct fr& 2" dissatisfactin factrs%
0% Can an indi'idua! "e t &ti'ated, s that his r her perfr&ance dec!ines as a resu!t f e9cessi'e effrtF )iscuss%
Ans+er K Students, respnses &ay 'ary "ut shu!d cnsider the f!!+ing e!e&ents fr& the te9t% *cC!e!!and fund
that high achie'ers differentiate the&se!'es fr& thers "y their desire t d things "etter% If a high achie'er sets t
high ga!s fr hi&Iherse!f, heIshe cu!d end up de&ti'ating hi&Iherse!f "ecause f the fai!ure t achie'e the ga!s%
Accrding t cgniti'e e'a!uatin thery, +hen e9trinsic re+ards are used "y rgani4atins as payffs fr superir
perfr&ance, the intrinsic re+ards, +hich are deri'ed fr& indi'idua!s ding +hat they !i8e, are reduced% The ppu!ar
e9p!anatin is that the indi'idua! e9periences a !ss f cntr! 'er hisIher +n "eha'ir s that the pre'ius intrinsic
&ti'atin di&inishes% Aurther&re, the e!i&inatin f e9trinsic re+ards can prduce a shiftGfr& an e9terna! t an
interna! e9p!anatinGin an indi'idua!,s perceptin f causatin f +hy heIshe +r8s n a tas8%
1% Identify three acti'ities yu rea!!y en2y @fr e9a&p!e, p!aying tennis, reading a n'e!, ging shpping>% Ne9t,
identify three acti'ities yu rea!!y dis!i8e @fr e9a&p!e, ging t the dentist, c!eaning the huse, staying n a
restricted6ca!rie diet>% Esing the e9pectancy &de!, ana!y4e each f yur ans+ers t assess +hy s&e acti'ities
sti&u!ate yur effrt +hi!e thers d nt%
Ans+er K Students, respnses +i!! 'ary "ut shu!d ta8e int cnsideratin the f!!+ing e!e&ents f e9pectancy
thery% The strength f a tendency t act in a certain +ay depends n the strength f an e9pectatin that the act +i!! "e
f!!+ed "y a gi'en utc&e and n the attracti'eness f that utc&e t the indi'idua!% It says that an e&p!yee +i!!
"e &ti'ated t e9ert a high !e'e! f effrt +hen heIshe "e!ie'es that#
H Effrt +i!! !ead t a gd perfr&ance appraisa!%
H That a gd appraisa! +i!! !ead t rgani4atina! re+ards%
H That the re+ards +i!! satisfy the e&p!yee,s persna! ga!s%
Three 8ey re!atinships
H Effrt6perfr&ance re!atinship# the pr"a"i!ity percei'ed "y the indi'idua! that e9erting a gi'en a&unt f effrt
+i!! !ead t perfr&ance
H <erfr&ance6re+ard re!atinship# the degree t +hich the indi'idua! "e!ie'es that perfr&ing at a particu!ar !e'e!
+i!! !ead t the attain&ent f a desired utc&e
H Re+ards6persna! ga!s re!atinship# the degree t +hich rgani4atina! re+ards satisfy an indi'idua!,s persna!
ga!s r needs and the attracti'eness f thse ptentia! re+ards fr the indi'idua!
<OINT6COENTER<OINT K *ney *ti'ates
<OINT
Beha'ira! scientists tend t d+n p!ay &ney as a &ti'atr% They prefer t e&phasi4e the i&prtance f cha!!enging
2"s, ga!s, participati'e decisin6&a8ing, feed"ac8, chesi'e +r8 tea&s, and ther nn6&netary factrs% =e argue
ther+ise hereGthat is, &ney is the critica! incenti'e t +r8 &ti'atin%
*ney is i&prtant t e&p!yees "ecause it is a &ediu& f e9change% <ep!e &ay nt +r8 n!y fr &ney, "ut ta8e
the &ney a+ay and h+ &any pep!e +u!d c&e t +r8F A study f near!y (,1BB e&p!yees fund that a!thugh
these pep!e disagreed 'er +hat +as their nu&"er6ne &ti'atr, they unani&us!y chse &ney as their nu&"er
t+%
As e?uity thery suggests, &ney has sy&"!ic 'a!ue in additin t its e9change 'a!ue% =e use pay as the pri&ary
utc&e against +hich +e c&pare ur inputs t deter&ine if +e are "eing treated e?uita"!y% That an rgani4atin
pays ne e9ecuti'e P7B,BBB a year and anther P:1,BBB &eans &re than the !atter,s earning P$1,BBB a year &re% It is
a &essage, fr& the rgani4atin t "th e&p!yees, f h+ &uch it 'a!ues the cntri"utin f each%
In additin t e?uity thery, "th reinfrce&ent and e9pectancy theries attest t the 'a!ue f &ney as a &ti'atr% In
the fr&er, if pay is cntingent n perfr&ance, it +i!! encurage +r8ers t generate high !e'e!s f effrt% Cnsistent
+ith e9pectancy thery, &ney +i!! &ti'ate t the e9tent that it is seen as "eing a"!e t satisfy an indi'idua!,s
persna! ga!s and is percei'ed as "eing dependent n perfr&ance criteria%
;+e'er, &ay"e the "est case fr &ney is a re'ie+ f studies that !8ed at fur &ethds f &ti'ating e&p!yee
perfr&ance# &ney, ga! setting, participati'e decisin &a8ing, and redesigning 2"s t gi'e +r8ers &re cha!!enge
and respnsi"i!ity% The a'erage i&pr'e&ent fr& &ney +as cnsistent!y higher than +ith any f the ther &ethds%
S% Caudrn, C*ti'atinF *ney,s On!y N% (,D Industry =ee8, N'e&"er $1, $::-, p% --% "T% R% *itche!! and A% E%
*ic8e!, CThe *eaning f *ney# An Indi'idua!6)ifference <erspecti'e,D Acade&y f *anage&ent Re'ie+, Ju!y
$:::, p% 15B%
E% A% Lc8e et a!%, CThe Re!ati'e Effecti'eness f Aur *ethds f *ti'ating E&p!yee <erfr&ance,D in L% )%
)uncan, *% *% Gruen"erg, and )% =a!!is @eds%>, Changes in =r8ing Life @Lndn# =i!ey, $:7B>, pp% -3-K7-%
COENTER <OINT
*ney can &ti'ate s&e pep!e under s&e cnditins, s the issue is nt rea!!y +hether r nt &ney can
&ti'ate% The ans+er t that is# CIt canQD The &re re!e'ant ?uestin is# )es &ney &ti'ate &st e&p!yees in the
+r8frce tdayF The ans+er t this ?uestin, +e +i!! argue, is N%
Ar &ney t &ti'ate an indi'idua!,s perfr&ance, certain cnditins &ust "e &et% Airst, &ney &ust "e i&prtant t
the indi'idua!, "ut &ney is nt i&prtant t e'ery"dy% ;igh achie'ers, fr instance, are intrinsica!!y &ti'ated%
*ney +u!d ha'e !itt!e i&pact n these pep!e%
Secnd, &ney &ust "e percei'ed "y the indi'idua! as "eing a direct re+ard fr perfr&ance% Enfrtunate!y,
perfr&ance and pay are pr!y !in8ed in &st rgani4atins% <ay increases are far &re ften deter&ined "y nnK
perfr&ance factrs such as e9perience, c&&unity pay standards, r c&pany prfita"i!ity%
Third, the &argina! a&unt f &ney ffered fr the perfr&ance &ust "e percei'ed "y the indi'idua! as "eing
significant% Research indicates that &erit raises &ust "e at !east 5 percent f "ase pay fr e&p!yees t percei'e the&
as &ti'ating% Enfrtunate!y, recent data indicates a'erage &erit increases are n!y in the -%: t 0%0 percent range%
Aina!!y, &anage&ent &ust ha'e the discretin t re+ard high perfr&ers +ith &re &ney% /et unins and
rgani4atina! c&pensatin p!icies cnstrain &anageria! discretin% =here unins e9ist, that discretin is a!&st
4er% In nn6unini4ed en'irn&ents, traditina! !i&ited c&pensatin grades create se'ere restrictins n pay
increases% Ar e9a&p!e, in ne rgani4atin, a Syste&s Ana!yst IV,s pay grade ranges fr& P0,551 t P1,1BB a &nth%
N &atter h+ gd a 2" that ana!yst des, her "ss cannt pay her &re than P1,1BB a &nth% Si&i!ar!y, n &atter
h+ pr!y she perfr&s, she +i!! nt earn !ess than P0,551% S &ney &ight "e theretica!!y capa"!e f &ti'ating
e&p!yee perfr&ance, "ut &st &anagers are nt gi'en enugh f!e9i"i!ity t d &uch a"ut it%
A% *itra, N% Gupta, and G% )% Jen8ins Jr%, CThe Case f theIn'isi"!e *erit Raise# ;+ <ep!e See Their <ay Raises,D
C&pensatin R Benefits Re'ie+, *ayKJune $::1, pp% 5$K53J and ;e+itt Assciates Sa!ary Sur'ey, (BBB%
C!ass E9ercise#
$% This e9ercise re'ea!s at +hat !e'e! &ney &ti'ates%
(% Bring a ne d!!ar "i!!, a fifty6cent piece, a ?uarter, a di&e, a nic8e!, and a penny t c!ass%
-% As8 fr a '!unteer t c&e up t the frnt f c!ass% SBe sure the '!unteer can "end and pic8 s&ething up ff the
f!r%T ;a'e the '!unteer face a+ay fr& the c!ass%
0% =hi!e p!acing the ne d!!ar "i!! n the f!r, te!! a stry t the c!ass and the '!unteer a"ut +a!8ing acrss ca&pus
and c&ing acrss the d!!ar n the grund%
1% Cautin the c!ass nt t spea8 their ans+ers t yur ?uestins%
3% N+ as8 the c!ass h+ &any +u!d "end 'er and pic8 up the d!!ar% ;a'e the& raise their hand rather than spea8%
Recrd the nu&"er +here yu can refer t it !ater "ut nt +here the '!unteer can see it%
5% As8 the '!unteer t turn arund, and as8 hi&Iher +hat heIshe +u!d d%
H If heIshe +u!d pic8 it up, !et hi&Iher d s and 8eep it% SThis +i!! increase '!unteeris& in !ater c!assesQT
H If heIshe +i!! nt, as8 +hy @a!&st a!! students +i!!>%
7% ;a'e the '!unteer face a+ay fr& the c!ass again% Cntinue the stry +hi!e p!acing the fifty6cent piece n the
f!r%
:% Again as8 the c!ass +hat they +u!d dJ recrd the raised hands fr pic8ing it up, fr !ea'ing it%
$B% Again as8 the '!unteer t turn arund, and as8 hi&Iher +hat heIshe +u!d d%
$$% Repeat this cyc!e +ith each den&inatin f cin%
$(% Stp +hen yu reach a den&inatin that the '!unteer +i!! nt pic8 up%
$-% N+, !ead a discussin regarding the different respnses fr& the c!ass and the student%
H At +hat pint did the 'a!ue f the &ney g !+ enugh that &st students +u!d nt pic8 it upF =hyF
H =hy did the '!unteer cntinue t pic8 up the &ney at a pint +hen the c!ass &e&"ers pr"a"!y +u!d ntF
H At +hat pint des a "nus r pay raise &ti'ate the& n the 2"F =hat factrs &a8e a raise r "nus i&prtant
enugh t &ti'ate e9tra effrtF
TEA* E.ERCISE K =hat ) <ep!e =ant fr& Their J"sF
<urpse
This e9ercise +i!! he!p students understand the 'a!ue and i&prtance f ;er4"erg,s &de!% It +i!! "ring h&e t the&
the difference "et+een +hat &ti'ates indi'idua!s 'ersus +hat causes n!y satisfactin and the i&prtance f the
difference%
<rcedure
$% Each c!ass &e&"er "egins "y c&p!eting the f!!+ing ?uestinnaire%
(% Rate the f!!+ing $( 2" factrs accrding t h+ i&prtant each is t yu%
-% <!ace a nu&"er n a sca!e f $ t 1 n the !ine "efre each factr%
Very i&prtant S&e+hat i&prtant Nt i&prtant
1 0 - ( $
UUUUU $% An interesting 2"
UUUUU (% A gd "ss
UUUUU -% Recgnitin and appreciatin fr the +r8 I d
UUUUU 0% The pprtunity fr ad'ance&ent
UUUUU 1% A satisfying persna! !ife
UUUUU 3% A prestigius r status 2"
UUUUU 5% J" respnsi"i!ity
UUUUU 7% Gd +r8ing cnditins
UUUUU :% Sensi"!e c&pany ru!es, regu!atins, prcedures, and p!icies
UUUUU $B% The pprtunity t gr+ thrugh !earning ne+ things
UUUUU $$% A 2" I can d +e!! and succeed at
UUUUU $(% J" security
This ?uestinnaire taps the di&ensins in ;er4"erg,s t+6factr thery% T deter&ine if hygiene r &ti'ating factrs
are i&prtant t yu, p!ace the nu&"ers $61 that represent yur ans+ers "e!+%
;ygiene factrs scre *ti'atina! factrs scre
(% UUUUU $% UUUUU
1% UUUUU -% UUUUU
3% UUUUU 0% UUUUU
7% UUUUU 5% UUUUU
:% UUUUU $B% UUUUU
$(% UUUUU $$% UUUUU
Tta! pints UUUUU Tta! pints UUUUU
0% Add up each c!u&n% )id yu se!ect hygiene r &ti'ating factrs as "eing &st i&prtant t yuF
1% N+ "rea8 int grups f fi'e r si9, and c&pare yur ?uestinnaire resu!ts% )iscuss the f!!+ing ?uestins%
H ;+ si&i!ar are yur scresF
H ;+ c!se did yur grup,s resu!ts c&e t thse fund "y ;er4"ergF
H =hat &ti'atina! i&p!icatins did yur grup arri'e at "ased n yur ana!ysisF
SThis e9ercise is "ased n R%N% Lussier, ;u&an
e!atins in Organi4atins# A S8i!! Bui!ding Apprach, (nd ed% ;&e+d, IL# Richard )% Ir+in, $::-% =ith
per&issin%T
CASE INCI)ENT K =hat )ri'es E&p!yees at *icrsftF
The rea!ity f sft+are de'e!p&ent in a huge c&pany !i8e *icrsft @it e&p!ys &re than 07,BBB pep!e> is that a
su"stantia! prtin f yur +r8 in'!'es days f "red& punctuated "y hurs f tediu&% /u "asica!!y spend yur
ti&e in an is!ated ffice +riting cde and sitting in &eetings during +hich yu participate in !8ing fr and
e'a!uating hundreds f "ugs and ptentia! "ugs% /et *icrsft has n pr"!e& in finding and retaining sft+are
prgra&&ers% Their prgra&&ers +r8 hrrendus!y !ng hurs and "sess n the ga! f shipping prduct%
Ar& the day ne+ e&p!yees "egin +r8 at *icrsft, they 8n+ they are specia! and that their e&p!yer is specia!%
Ne+ hires a!! ha'e ne thing in c&&nGthey are s&art% The c&pany prides itse!f n putting a!! recruits thrugh a
grue!ing Cinter'ie+ !p,D during +hich they cnfrnt a "arrage f "rain6teasers "y future c!!eagues t see h+ +e!!
they thin8% On!y the "est and the "rightest sur'i'e t "ec&e e&p!yees% The c&pany des this "ecause *icrsfties
tru!y "e!ie'e that their c&pany is specia!% Ar instance, it has a high t!erance fr nncnfr&ity% =u!d yu "e!ie'e
that ne sft+are tester c&es t +r8 e'ery day dressed in e9tra'agant Victrian utfitsF But the under!ying the&e
that unites *icrsfties is the "e!ief that the fir& has a &anifest destiny t change the +r!d% The !east cnse?uentia!
decisin "y a prgra&&er can ha'e an utsi4ed i&prtance +hen it can effect a ne+ re!ease that &ight "e used "y 1B
&i!!in pep!e%
*icrsft e&p!yees are fa&us fr putting in !ng hurs% One prgra& &anager said, CIn &y first fi'e years, I +as
the *icrsft steretype% I !i'ed n caffeine and 'ending6&achine ha&"urgers and free "eer and (B6hur +r8days% % %
% I had n !ife% % % % I cnsidered e'erything utside the "ui!ding as a necessary e'i!%D *re recent!y, things ha'e
changed% There are sti!! a nu&"er f pep!e +h put in 7B6hur +ee8s, "ut 3B6 and 5B6hur +ee8s are &re typica!
and s&e e'en are ding their 2"s in n!y 0B hurs%
N discussin f e&p!yee !ife at *icrsft +u!d "e c&p!ete +ithut &entining the c&pany,s !ucrati'e stc8
ptin prgra&% *icrsft created &re &i!!inaire e&p!yees, faster, than any c&pany in A&erican histryG&re
than $B,BBB "y the !ate6$::Bs% =hi!e the c&pany is certain!y &re than a p!ace t get rich, e9ecuti'es sti!! rea!i4e
that &ney &atters% One fr&er &anager c!ai&s that the hu&an resurces, depart&ent actua!!y 8ept a running chart f
e&p!yee satisfactin 'ersus the c&pany,s stc8 price% C=hen the stc8 +as up, hu&an resurces cu!d turn ff the
'enti!atin and e'ery"dy +u!d say they +ere happy% =hen the stc8 +as d+n, +e cu!d gi'e pep!e &assages and
they +u!d te!! us that the &assages +ere t hard%D In the g6g $::Bs, +hen *icrsft stc8 +as du"!ing e'ery
fe+ &nths and year!y stc8 sp!its +ere predicta"!e, e&p!yees nt n!y gt t participate in *icrsft,s &anifest
destiny, "ut they cu!d get rich in the prcess% By the spring f (BB(, +ith the +r!d in a recessin, stc8 prices d+n,
and the gr+th fr *icrsft prducts s!+ing, it +as nt s c!ear +hat +as dri'ing its e&p!yees t cntinue the
c&pany,s d&inance f the sft+are industry%
Ouestins#
$% If yu +ere a prgra&&er, +u!d yu +ant t +r8 at *icrsftF =hy r +hy ntF
Ans+er# Student,s ans+ers +i!! 'aryGencurage the& t thin8 "eynd their present circu&stances r a CfirstD 2"%
Encurage the& t thin8 a"ut this ?uestin as it +u!d app!y t different phases @rea! r i&agined> in their !ife% Ar
e9a&p!e, +hen they first "egin their career psitin, +hen they are cnsidering &a8ing a &'e in their ear!y thirties t
gain a pr&tin, +hen they ha'e yung chi!dren, !der chi!dren, are "an8rupt "ecause their +n "usiness fai!ed,
aging parents, etc% This is nt a si&p!e yes r n ?uestin, as the situatin they are in at the ti&e des p!ay a part in the
decisin%
(% ;+ &any acti'ities in this case can yu tie int specific &ti'atin theriesF List the acti'ities, the &ti'atin
theries, and h+ they app!y%
Ans+er# Students +i!! ha'e 'arying pinins n h+ these theries are "eing app!ied% The f!!+ing !ist is nt
e9hausti'e, "ut is &eant t "e representati'e f pssi"!e respnses%
*as!+
Ne+ E&p!yee Orientatin M Scia!
T!erance fr nncnfr&ity M Estee&
Stc8 <rgra& M <hysi!gica! r e'en estee& due t the recgnitin factr
T+ Aactr Thery
Stc8 <!an, t!erance fr nncnfr&ity @e%g% dress> M ;ygiene
Enited "e!ief that *S has a &anifest destiny t change the +r!d M *ti'atina!
ERG
Stc8 <!an M E9istence
Ne+ E&p!yee Orientatin, t!erance fr nncnfr&ity M Re!atedness
Areed& t *a8e )ecisinsIGa!s M Gr+th
*cC!e!!and,s Thery f Needs
Areed& t *a8e )ecisinsIGa!s M Achie'e&ent
Ne+ E&p!yee Orientatin M Affi!iatin
Ga! Setting Thery
Areed& t *a8e )ecisinsIGa!s
-% As *icrsft cntinues t get !arger and its gr+th rate f!attens, d yu thin8 &anage&ent +i!! ha'e t &dify any
f its &ti'atin practicesF E!a"rate%
Ans+er# Students +i!! ha'e 'arying pinins% The artic!e e&phasi4es h+ &uch the stc8 price p!aces in &ti'atin%
E&p!yee rientatin is a gd ideaG"ut it is a ne ti&e e'ent% Ga! setting a!s appears t "e i&prtant fr& the
state&ent that C"sessed n the ga! f shipping prduct%D Any &dificatins shu!d inc!ude ga!s and financia!
re+ards%
Surce# Based n *% Gi&ein, CS&art Is Nt EnughQD Artune, January 7, (BB$, pp% $(0K-3%
E9p!ring OB Tpics n the =r!d =ide =e"
Search Engines are ur na'igatina! t! t e9p!re the ===% S&e c&&n!y used search engines are#
+++%gt%c& +++%gg!e%c&
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*ti'atin the !d fashined +ayF Read h+ Bi!! *r8 reenergi4ed his +r8frce and rea!i4ed rea! sa'ings in the
prcess% G t# http#II+++%inc%c&I&aga4ineI$::0$$B$I-$75%ht&! and read the artic!e f his c&panies success%
Chse ne c!assic thery f &ti'atin and ne cnte&prary thery t e9p!ain +hy his prgra& +r8s% Bring yur
ana!ysis t c!ass%
=hat &ti'ated yu t g t c!!egeF =hat is &ti'ating yu t stay and succeedF Visit these sites fr ideas and tips
fr "eing successfu! and staying &ti'ated during yur acade&ic career%
http#IIh&e%8state%eduIh&epages%nsfItcIchp$(U$ http#II+++%acade&ictips%rgIacadIc!!ege&ti'atin%ht&!
http#II+++%ucc%'t%eduIstdys8I&ti'ate%ht&!
http#II+++%ca&pus"!ues%c&Istudentf!ifeU-%ht&!
Stc8 ptins are used as &anage&ent and e&p!yee &ti'atrs% Are they p+erfu! &ti'atrs +hen the stc8 is
ging upF =hat happens +hen stc8 ges d+nF Nt a!+ays +hat yu &ight thin8% Read the artic!e fund n the Red
;erring +e" site, +hich discusses this issue% =rite a shrt reactin paper @$ page> n this artic!e% Inc!ude in the paper
yur thughts n +hat rgani4atins shu!d d +hen stc8 p!u&&ets, "ut they sti!! need t &ti'ate e&p!yees%
http#II+++%redherring%c&I&agIissue:1I$:7BB$71:7%ht&!
Intrinsic r e9trinsic re+ards fr +r8ersF =hich are "estF ;+ can a &anager i&pact intrinsic &ti'atina! surces
+hen re+ards are e9trinsicF Read the thughts f B" Ne!sn at the Aundatin f Enterprise )e'e!p&ent t see if
yu agreeIdisagree +ith hi&% <rint the artic!e and "ring t c!ass fr further discussin% G t#
http#II+++%fed%rgIresrc!i"Iartic!esI"ui!ding%ht&!
Ar "rief ut!ines f c!assic &ti'atin theries g t#
http#II+++%net&"a%c&I&g&tI
http#IIh&et+n%a!%c&I&a&apatrpc'I&yh&epageinde9%ht&!
http#II+++%tp6educatin%c&I*anage&entI&ti'atintheries(%asp
http#IIch%fis%utrnt%caIAISICursesILIS$(-BILIS$(-Bshar&aI&ti'e$%ht&
Se!ect ne thery that yu thin8 has app!icatin t the 2" yu ha'e n+, r a pre'ius 2", and +rite a shrt
descriptin f the 2" and h+ the thery +as app!ied% N+ !8 'er the c!ass sy!!a"us% =hat theries f &ti'atin
are app!ica"!e fr the +ay this c!ass is set upF Again, +rite a shrt descriptin and the thery as it,s app!ied% Ar
e9a&p!e# <aper due n FIFI(BBF M Ga! Setting Thery%
Read the artic!e fund n http#II+++%cnr%"er8e!ey%eduIucce1BIag6!a"rI5researchI5ca!agB5%ht& cncerning piece rate
's% hur!y rate fr agricu!tura! +r8ers% =rite a 2urna! entry r shrt reactin paper t this artic!e as t +hat yu
+u!d d, and +hy, as a &anager cnfrnting this issue +ith +r8ers%
<sted "y Vineeth at $B#1( A*