CHAPTER 7:

MOTIVATION AND
EMPOWERMENT
TABLE OF CONTENTS

 SUMMARY
 LEADERSHIP AND MOTIVATION
 NEEDS-BASED THEORIES OF
MOTIVATION
 OTHER MOTIVATION THEORIES
 EMPOWERING PEOPLE TO MEET
HIGHER NEEDS
 GIVING MEANING TO WORK THROUGH
ENGAGEMENT
 NEW IDEAS FOR MOTIVATION
SUMMARY
SUMMARY

 This chapter introduced a number of important ideas

about motivating people in organizations. Individuals
are motivated to act by various motives and to satisfy
a range of needs.

 The leadership approach to motivation tends to focus

on positive motives and meeting the higher needs of
employees. The role of the leader is to create a
situation in which followers’ higher needs and the
needs of the organization can be met simultaneously.

 Needs-based theories focus on the underlying needs

that motivate how people behave. Maslow’s hierarchy
of needs proposes that individuals satisfy lower
needs before they move on to higher needs.
Herzberg’s two-factor theory holds that dissatisfiers
must be removed and motivators then added to
cause high motivation. McClelland asserted that
people are motivated differently depending on which
needs they have acquired.
SUMMARY

 Other motivation theories, including the reinforcement

perspective, expectancy theory, and equity theory,
focus primarily on extrinsic rewards and
punishments, sometimes called carrotand- stick
methods of motivation.

 The reinforcement perspective proposes that

behavior can be modified by the use of rewards and
punishments.

 Expectancy theory is based on the idea that a

person’s motivation is contingent upon his or her
expectations that a given behavior will result in
desired rewards.

 Equity theory proposes that individuals’ motivation is

affected not only by the rewards they receive but also
by their perceptions of how fairly they are treated in
relation to others. People are motivated to seek
equity in the rewards they receive for performance.
SUMMARY

 A highly effective way to meet higher-level

needs is to empower employees.
Empowerment lets subordinates know the
direction of the organization and gives them
the autonomy to act as they see fit to go in that
direction. Leaders provide employees with the
knowledge to contribute to the organization,
the power to make consequential decisions,
and the necessary resources to do their jobs.

 Jobs can be designed to increase

empowerment. The job characteristics model
proposes that jobs are more empowering and
motivating when they have greater skill variety,
task identity, task importance, autonomy, and
feedback.
SUMMARY

 Employee engagement is tied to the trend toward

helping employees find value and meaning in their
jobs. The most motivated employees are engaged
employees who enjoy their jobs and feel they are
making a valuable contribution. Engaged employees
contribute enthusiastically to meeting goals. Leaders
create the environment that determines employee
engagement.

 Two recent motivational ideas that relate to

engagement are the making progress principle and
creating a thriving workforce. Research suggests that
the single most important factor for motivation is a
sense of making progress toward meaningful goals. A
thriving workforce is made up of people who are
enthusiastically learning and growing as they acquire
new knowledge and skills to apply in their current
jobs or in the future.
LEARNING OUTCOMES

After studying this chapter, you should be able

to:

 Recognize and apply the difference between

intrinsic and extrinsic rewards.

 Appropriately tap into the motives that

induce people to take action to accomplish
important goals.

 Motivate others by meeting their higher-level

needs.

 Apply needs-based theories of motivation

and understand how the concept of equity
applies to motivation.
LEARNING OUTCOMES

 Describe the psychological and structural

elements of empowerment and how
empowerment contributes to motivation.

 Apply the job characteristics model to enrich

jobs.

 Identify factors that play a role in employee

engagement and use engagement to meet
higher-level needs.

 Build a thriving workforce by giving people a

sense of making progress toward
meaningful goals.
INTRODUCTION
INTRODUCTION

 When Dan Price increased his company’s

minimum wage to $70,000, he discovered that
money was not the only motivator for
employees. Paying people well is important,
but motivation is more complex than money.
LEADERSHIP
AND MOTIVATION
MOTIVATION

 Motivation refers to the forces

either internal or external to a
person that arouse enthusiasm
and persistence to pursue a
certain course of action.
 Employee motivation affects
productivity, so part of a leader’s
job is to channel followers’
motivation toward the
accomplishment of the
organization’s vision and goals.
A SIMPLE MODEL OF MOTIVATION
MOTIVATION

Leaders use
motivation
theory to:

Satisfy Encourage
followers’ high work
needs performance
MOTIVATION

 Motivation can lead to high performance

within organizations. High employee
motivation and high organizational
performance and profits go hand in hand.

Motivation

High
performance
INTRINSIC REWARDS

 Intrinsic rewards are the internal

satisfactions a person receives in the process
of performing a particular action. An intrinsic
reward is internal and under the control of the
individual, such as to engage in task behavior
to satisfy a need for competency and self-
determination. Intrinsic rewards appeal to the
“higher” needs of individuals. The leadership
approach strives to motivate people by
providing them with the opportunity to satisfy
higher needs and become intrinsically
rewarded. One way in which leaders try to
enable all followers to achieve intrinsic
rewards is by giving them more control over
their own work and the power to affect
outcomes.
EXTRINSIC REWARDS

 Extrinsic rewards are given by another

person, typically a supervisor, and include
promotions and pay increases. Extrinsic
rewards compel individuals to engage in a
task behavior for an outside source that
provides what they need. Extrinsic rewards
appeal to the “lower” needs of individuals.
Conventional management approaches often
appeal to an individual’s lower, basic needs
and rely on extrinsic rewards and
punishments to motivate people.
NEEDS OF PEOPLE AND
MOTIVATION METHODS

Source: Adapted from William D. Hitt, The Leader-Manager: Guidelines for Action (Columbus, OH: Battelle Press, 1988), p. 153.
NEEDS OF PEOPLE AND
MOTIVATION METHODS

As a leader, you can provide extrinsic

rewards, such as
promotions, pay raises, and praise, but also
help followers achieve intrinsic rewards and
meet
their higher-level needs for accomplishment,
growth, and fulfillment.
POSITIVE AND NEGATIVE
MOTIVES

People have both

positive and
negative motives
that cause them to
engage in specific
behaviors or
activities.
FOUR CATEGORIES OF MOTIVES

Source: Based on Bruce H. Jackson, ‘‘Influence Behavior: Become a Master Motivator,’’ Leadership Excellence (April 2010), p. 14.
POSITIVE AND NEGATIVE
MOTIVES

 Good leaders rely on positive

motives as much as they
can. However, negative
approaches also have value.
In the real world, almost
every leader sometimes has
to impose some form of
punishment or tap into
negative motives.
POSITIVE AND NEGATIVE
MOTIVES

Fear can be a powerful

motivator, but using fear to
motivate people almost
always has negative
consequences for
employee development
and long-term
performance. Effective
leaders avoid the use of
fear tactics.
MOTIVATION
Discussion Question

 Can you think of specific

motivational techniques that
would motivate you in each
of the four categories
(positive extrinsic, positive
intrinsic, negative extrinsic,
negative intrinsic)? Describe
them.
MOTIVATION
Discussion Question

 The extrinsic positive approach

includes rewards such as pay
raises, bonuses, and praise. The
extrinsic negative approach would
include threats and punishments.
For the intrinsic positive approach,
helping people enjoy their work and
getting a sense of accomplishment
would be an example. The intrinsic
negative approach would include
tapping into self-doubts and
anxieties.
MOTIVATION
Read an Article

 Dan Price made headlines (and magazine

covers) in 2015 when he committed to
giving every employee at his credit card
processing company Gravity Payments a
minimum wage of $70,000.

 This interview with Gravity Payment’s

CEO Dan Price (DP) was conducted by
our colleague Ted McKinney (TM), as part
of his doctoral studies with Benedictine
University’s Ph.D. program in values-
driven leadership. Ted is also the COO of
Hawthorne Animal Clinics. Below is an
abbreviated version of the interview, which
has been edited for readability.

 Read the article Gravity Payment's Dan

Price On How He Measures Success
After His $70k Experiment
MOTIVATION
Video Time – “Stop Trying to Motivate Your
Employees?”

 Dan Pink

Career analyst Dan Pink examines

the puzzle of motivation, starting
with a fact that social scientists
know but most managers don't:
Traditional rewards aren't always
as effective as we think. Listen for
illuminating stories -- and maybe, a
way forward.

The puzzle of motivation | Dan Pink

NEEDS-BASED
THEORIES OF
MOTIVATION
NEEDS_BASED THEORIES OF
MOTIVATION

Needs-based theories
emphasize the needs
that motivate people.
Leaders can design the
reward system to direct
energies and priorities
toward attainment of
shared goals.
HIERARCHY OF NEEDS
THEORY

 Abraham Maslow’s
hierarchy of needs theory
proposes that humans are
motivated by multiple needs
and those needs exist in a
hierarchical order, wherein
the higher needs cannot be
satisfied until the lower
needs are met.
MASLOW’S HIERARCHY OF
NEEDS
MASLOW’S HIERARCHY OF
NEEDS

Maslow identified five general levels of motivating needs. The first

three levels must be satisfied before higher-order needs are activated:

 Physiological. Food, water, and oxygen. In an organization:

adequate heat, air, and base salary.

 Safety. Freedom from violence and for an orderly society. In an

organization: safe jobs, fringe benefits, and job security.

 Belongingness. Be part of a group. In an organization: good

relationships with coworkers, participation in a work team, and a
positive relationship with supervisors.

 Esteem. Positive self-image and attention, recognition, and

appreciation from others. In an organization: recognition, increase
in responsibility, high status, and credit for contributions.

 Self-actualization. Self-fulfillment. In an organization: opportunities

to grow, be empowered and creative, and acquire training for
challenging assignments and advancement.
HIERARCHY OF NEEDS
Discussion Question

 Describe the kinds of needs

that people bring to an
organization. How might
one’s personality
characteristics—such as
introversion/extroversion or
openness to experience, as
described in Chapter 4—
influence the needs he or
she brings to work?
HIERARCHY OF NEEDS
Discussion Question

 Humans are motivated by multiple needs that

exist in a hierarchical order; higher needs
cannot be satisfied until the lower needs are
met. Maslow named five categories of needs:
physiological, safety, belongingness, esteem,
and selfactualization. Physiology, safety, and
belonging are deficiency needs. Needs are
satisfied in sequence: Physiological needs are
satisfied before safety needs, safety needs are
satisfied before social needs, and so on. Once
a need has been satisfied, it declines in
importance and the next higher need is
activated.

 Individual differences are discussed in Chapter

4. One way in which leaders try to enable all
followers to achieve intrinsic rewards is by
giving them more control over their own work
and the power to affect outcomes.
HIERARCHY OF NEEDS
Read an Article

 The pyramid, based upon a paper

written in 1943, lays out humankind’s
most fundamental needs. It begins
with our most basic necessities and
then suggests additional tiers of
needs that act as a kind of stairway
that leads to self-actualization,
whereby one achieves their highest
purpose. By considering employee
happiness within the context of this
model, managers can help foster
meaningful employee growth. Here
is a suggested approach.

 Read the article Considering Maslow's

Hierarchy Of Needs To Create An
Empowered Workplace
TWO-FACTOR THEORY

 Frederick Herzberg
developed another popular
needs-based theory of
motivation called the two-
factor theory. The work
characteristics associated
with dissatisfaction were
different from those
pertaining to satisfaction.
HERZBERG’S TWO-FACTOR
THEORY
HERZBERG’S TWO-FACTOR
THEORY

 Hygiene factors, the first

dimension, involve the presence or
absence of job dissatisfiers, such as Working
conditions
working conditions, pay, company
policies, and interpersonal
relationships.

 Hygiene factors work in the area of

lower-level needs, and their absence Interpersonal HYGIENE Pay
relationships
causes dissatisfaction. FACTORS

 Good hygiene factors remove the

dissatisfaction, but they do not in
themselves cause people to become
highly satisfied and motivated in their
Company
work. Policies
HERZBERG’S TWO-FACTOR
THEORY

 Motivators, the second

dimension, fulfill high-level
Achievement
needs such as needs for
achievement, recognition,
responsibility, and
opportunity for growth.

 Herzberg believed that when Opportunity for

Growth MOTIVATORS Recognition

motivators are present,

workers are highly motivated
and satisfied.

Responsibility
HERZBERG’S TWO-
FACTOR THEORY
Discussion Question

 Google wants employees to mingle

more but not to waste a lot of time.
So as part of its “people strategy,”
Google analyzes reams of data to
determine the optimal size and
shape for the cafeteria tables and
the best length for the lunch line. If
hygiene factors, as defined in
Herzberg’s two-factor theory, will not
provide increased satisfaction and
motivation, why do you think Google
would try to increase lunchtime
mingling? Discuss.
HERZBERG’S TWO-
FACTOR THEORY
Discussion Question

 Hygiene factors involve the presence or

absence of adequate working conditions,
pay, company policies, or interpersonal
relationships. When hygiene factors are
poor, work is dissatisfying. Good hygiene
factors remove dissatisfaction but do not
cause satisfaction and motivation. In fact,
research has shown that some incentive
programs—using monetary rewards—are
successful, especially when people are
actually motivated by money and lower
needs. Leaders should understand a
program’s strengths and weaknesses and
acknowledge the positive but limited effects

of hygiene factors, i.e., extrinsic motivators.

ACQUIRED NEEDS THEORY

David McClelland’s
acquired needs theory
proposes that certain
types of needs
(achievement, affiliation,
power) are acquired
during an individual’s
lifetime.
ACQUIRED NEEDS THEORY

Three needs most

frequently studied are Achievement

as follows:
 Need for
achievement
 Need for affiliation NEEDS

 Need for power Affiliation Power

ACQUIRED NEEDS
THEORY

Need for achievement

 Desire to accomplish
something difficult,
attain a high standard
of success, master
complex tasks, and
surpass others
ACQUIRED NEEDS
THEORY

Need for affiliation

• Desire to form close
personal
relationships, avoid
conflict, and establish
warm friendships
ACQUIRED NEEDS
THEORY

Need for power

 Desire to influence
or control others, be
responsible for
others, and have
authority over others
ACQUIRED NEEDS THEORY

 Needs-based theories focus

on underlying needs that
motivate how people behave.
The hierarchy of needs
theory, the two-factor theory,
and the acquired needs
theory all identify the specific
needs that motivate people.
Leaders can work to meet
followers’ needs and elicit
appropriate and successful
work behaviors.
As a leader, you can use good
working conditions, satisfactory
pay,
and comfortable relationships to
reduce job dissatisfaction. To spur
greater follower satisfaction
and enthusiasm, you can employ
motivators—challenge,
responsibility, and recognition.
ACQUIRED NEEDS
THEORY
Discussion Question

 As part of the federal health-care

overhaul in the United States,
patient satisfaction survey scores
are now used to help determine
how much the federal
government will pay medical
facilities for treating patients on
Medicare. What motivation
theory described in the chapter
does this example illustrate? Do
you think this approach will
motivate
ACQUIRED NEEDS
THEORY
Discussion Question

 The scenario describes the “carrot-and-stick approach,”

which states that behavior that produces a desired outcome
is rewarded with a “carrot,” such as a pay raise or promotion.
Conversely, undesirable or unproductive behavior brings the
“stick,” such as a demotion or withholding a pay raise. Carrot-
and-stick approaches tend to focus on lower needs, although
higher needs can also be met. Therefore, in this case, if the
patient is more satisfied there is an incentive attached and
vice versa. Higher customer satisfaction makes the incentive
higher. The carrot-and-stick approach is a reward and
punishment motivation practice. Monetary and other
incentives could definitely motivate employees of the call
center to improve grades and attendance. However, despite
numerous successful incentive programs, critics argue that
extrinsic rewards are neither adequate nor productive
motivators and may work against an organization. Reasons
for this criticism include: (1) extrinsic rewards diminish
intrinsic rewards; (2) extrinsic rewards are temporary; (3)
extrinsic rewards assume people are driven by lower needs;
(4) organizations are too complex for carrot-and-stick
approaches; and (5) carrot-and-stick approaches destroy
people’s motivation to work as a group. Over time, the
students would get tired of Happy Meals and might be bored
with cash.
OTHER
MOTIVATION
THEORIES
OTHER MOTIVATION
THEORIES

 Three other motivational

theories—the reinforcement
perspective, expectancy
theory, and equity theory—
focus primarily on extrinsic
rewards and punishments,
sometimes referred to as the
carrot-and-stick approach. The
carrot is a reward. The stick is a
punishment.
 REINFORCEMENT
PERSPECTIVE ON MOTIVATION

 Reinforcement theory simply looks at

the relationship between behavior and
its consequences by changing or
modifying followers’ on-the-job behavior
through the appropriate use of
immediate rewards or punishments.

Rewards&Punishments Behavior Consequences

REINFORCEMENT
PERSPECTIVE ON MOTIVATION

 Behavior modification is
the set of techniques by
which reinforcement theory
is used to modify behavior.
REINFORCEMENT
PERSPECTIVE ON MOTIVATION

The basic assumption

underlying behavior
modification is the law of
effect which states that:
 Positively reinforced
behavior tends to be
repeated.
 Behavior that is not
reinforced tends not to be
repeated.
 SHAPING BEHAVIOR WITH
REINFORCEMENT

Source: Based on Richard L. Daft and Richard M. Steers, Organizations: A Micro/Macro Approach (Glenview, IL: Scott, Foresman, 1986) p. 109.
REINFORCEMENT
PERSPECTIVE ON MOTIVATION

 Reinforcement is
anything that causes a
certain behavior to be
repeated or inhibited
REINFORCEMENT
PERSPECTIVE ON MOTIVATION

 Positive reinforcement
is administration of a
pleasant and rewarding
consequence following
a behavior
REINFORCEMENT
PERSPECTIVE ON MOTIVATION

 Negative
reinforcement is
withdrawal of an
unpleasant
consequence once a
behavior is improved
REINFORCEMENT
PERSPECTIVE ON MOTIVATION

 Punishment is
imposition of unpleasant
outcomes on an
employee following
undesirable behavior
REINFORCEMENT
PERSPECTIVE ON MOTIVATION

 Extinction is
withdrawal of a positive
reward, meaning that
behavior is no longer
reinforced and hence is
less likely to occur in
the future
REINFORCEMENT
PERSPECTIVE ON MOTIVATION

As a leader, you can change follower

behavior through the
appropriate use of rewards and punishments.
To establish new behaviors quickly, you can
reinforce the desired behavior after each and
every occurrence. To sustain the behaviors
over a
long time period, try reinforcing the behaviors
intermittently.
REINFORCEMENT
PERSPECTIVE ON MOTIVATION

Leaders can apply reinforcement theory to

influence the behavior of followers.

 Continuous reinforcement reinforces

behavior after each and every
occurrence; effective for establishing
new behaviors.

 Partial reinforcement reinforces

behavior intermittently; effective for
maintaining behavior over extended
time periods.
EXPECTANCY THEORY

 Expectancy theory, which

is associated with Victor
Vroom, suggests that
motivation depends on
individuals’ mental
expectations about their
ability to perform tasks and
receive desired rewards.
EXPECTANCY THEORY

Expectancy theory is based

on the relationship among:
 The individual’s effort (E).
 The possibility of high
performance (P).
 The desirability of outcomes
following high performance
(O).
KEY ELEMENTS OF
EXPECTANCY THEORY
EXPECTANCY THEORY

The E>P expectancy is the

probability that putting effort
into a task will lead to high
performance. For this
expectancy to be high, the
individual must have the
ability, previous experience,
and necessary tools,
information, and opportunity
to perform.
EXPECTANCY THEORY

The P>O expectancy involves

whether successful performance
will lead to the desired outcome. If
this expectancy is high, the
individual will be more highly
motivated. Valence refers to the
value of outcomes to the
individual; the value the employee
places on the outcome affects the
employee’s motivation.
EXPECTANCY THEORY

Leaders enhance motivation

by increasing followers’
expectancy—clarifying
individual needs, providing
the desired outcomes, and
ensuring that individuals have
the ability and support
needed to perform well and
attain their desired outcomes.
EXPECTANCY THEORY
Discussion Question

 One small business owner says

she doesn’t offer her sales
representatives incentives
because people try to sabotage
one another to get more
business and stop paying
attention to smaller accounts. As
a leader, how would you develop
a program to motivate and
reward high performers without
promoting the wrong type of
behavior?
EXPECTANCY THEORY
Discussion Question

 Every person is different, so

leaders have to use a mix of
incentives and rewards to
motivate. A leader’s responsibility
is to understand each follower’s
“unique motivational profile” and
then help followers meet their
needs while attaining
organizational goals.
EQUITY THEORY

 Equity theory proposes that people are

motivated to seek social equity in the
rewards they receive for performance.
According to the theory, if people
perceive their rewards as equal to what
others receive for similar contributions,
they will believe they are treated fairly
and will be more highly motivated. A
state of equity exists whenever the ratio
of one person’s outcomes to inputs
equals the ratio of others’ in the work
group.
 EQUITY THEORY

As a leader, you can clarify which rewards a

follower wants and
ensure that he or she has the knowledge,
skills, resources, and support to perform and
obtain the
desired rewards. Keep in mind that perceived
equity or inequity in rewards also influences
motivation.
EQUITY THEORY
Discussion Question

 With the economy still in a slump, some

companies were freezing pay raises or
even cutting pay for some employees
so they could offer substantial raises to
people considered star performers. As a
motivational technique, does this
practice seem like a good one to you?
What might be some disadvantages of
this technique?
EXPECTANCY THEORY
Discussion Question

 The reinforcement perspective proposes that

behavior can be modified by the use of
rewards and punishments. Carrot-and-stick
methods of motivation focus primarily on
extrinsic rewards (raises) and punishments
(pay cuts). Research shows that money does
increase motivation in the short run although
those who received a pay freeze or a pay cut
would consider the situation unfair if others
received raises. Equity theory says that those
who perceived the situation as unfair would not
be motivated at work. Also, many critics of the
carrot-and-stick methods argue that extrinsic
rewards undermine intrinsic rewards, bring
about unintended consequences, are too
simple to capture organizational realities, and
replace workplace cooperation with unhealthy
competition.
EMPOWERING
PEOPLE TO MEET
HIGHER NEEDS
EMPOWERMENT

 Empowerment refers to
power sharing, the
delegation of power or
authority to subordinates in
the organization.
Empowerment can enhance
motivation by meeting the
higher-level needs of
employees, which benefits
leaders.
 THE PSYCHOLOGICAL MODEL
OF EMPOWERMENT

 Empowerment provides strong

motivation because most people have a
need for self-efficacy, which is the
capacity to produce results or
outcomes.

As a leader, you can give employees greater power and authority

to help meet higher motivational needs. You can implement
empowerment by providing the five
elements of information, knowledge, discretion, significance, and
rewards.
THE PSYCHOLOGICAL MODEL
OF EMPOWERMENT

Information

 Five elements must be in place

before employees can be truly
Rewards Knowledge
empowered: information,
knowledge, discretion, meaning, Empowerment
and rewards.

Meaning Discretion
THE PSYCHOLOGICAL
MODEL OF
EMPOWERMENT

Employees receive
information about
company
performance.
THE PSYCHOLOGICAL
MODEL OF
EMPOWERMENT

Employees receive
knowledge and skills
to contribute to
company goals.
THE PSYCHOLOGICAL
MODEL OF
EMPOWERMENT

Employees have the

power to make
substantive decisions.
THE PSYCHOLOGICAL
MODEL OF
EMPOWERMENT

Employees
understand the
meaning and impact
of their jobs.
THE PSYCHOLOGICAL
MODEL OF
EMPOWERMENT

Employees are
rewarded based on
company
performance.
JOB DESIGN FOR
EMPOWERMENT

 Job design refers to

structuring jobs in a way to
meet higher-level needs and
increase motivation toward
the accomplishment of
goals.
JOB DESIGN FOR
EMPOWERMENT

 The job characteristics

model is a model of job
design that considers the
core job dimensions of skill
variety, task identity, task
significance, autonomy, and
feedback to enrich jobs and
increase their motivational
potential.
 THE JOB CHARACTERISTIC
MODEL

Source: Adapted from J. Richard Hackman and G. R. Oldham, ‘‘Motivation through the Design of Work: Test of a Theory,’’ Organizational Behavior
and Human Performance 16 (1976), p. 256.
JOB DESIGN FOR
EMPOWERMENT
Leaders can make alterations in five dimensions
of jobs to increase the job’s motivational and
empowerment potential:

 Increase skill variety.

 Structure jobs so that an employee can

perform a complete task from beginning to
end.

 Incorporate task significance into the job.

 Give people autonomy for choosing how and

when to perform specific tasks.

 To the extent possible, design jobs to provide

feedback and let employees see the
outcomes of their efforts.
JOB DESIGN FOR
EMPOWERMENT

 Job enrichment.
Motivational approach that
incorporates high-level
motivators into the work,
including job responsibility,
recognition and
opportunities for growth,
learning, and achievement
JOB DESIGN FOR
EMPOWERMENT

 The first three core job

dimensions shown in Exhibit
8.8—higher skill variety, task
identity, and task significance—
enable the employee to see the
job as meaningful and significant
(experienced meaningfulness of
work), which makes the job
intrinsically satisfying.
JOB DESIGN FOR
EMPOWERMENT

 Greater autonomy in a job

leads to a feeling of
increased responsibility for
the success or failure of task
outcomes (experienced
responsibility for outcomes
of the work), thus increasing
commitment.
JOB DESIGN FOR
EMPOWERMENT

 The final dimension,

feedback, provides the
employee with knowledge of
the actual results of work
activities. Thus, the
employee knows how he or
she is doing and can adjust
work performance to
increase desired outcomes.
EMPOWERMENT
APPLICATIONS

Current methods of empowering

employees can be classified based
on two dimensions:
 The extent to which employees
are involved in defining desired
outcomes
 The extent to which they
participate in determining how to
achieve those outcomes.
DEGREES OF
EMPOWERMENT
EMPOWERMENT
APPLICATIONS

When employees are fully

empowered, they are
involved in defining
mission and goals as well
as in determining how to
achieve them.
EMPOWERMENT
Video Time – “Beyond empowerment - are we ready
for the self-managed organization? ”

 Doug Kirkpatrick

Doug is a Northern California-based

executive coach, organizational
consultant, speaker, author and
educator. He is the author of Beyond
Empowerment: The Age of the Self-
Managed Organization. An economics
graduate of Pacific Lutheran University,
he also holds a law degree from
Willamette University College of Law
and a Senior Professional in Human
Resources designation (SPHR). He Beyond empowerment - are we ready for
enjoys traveling to rough parts of the the self-managed organization? Doug
world and appreciates the perspective Kirkpatrick at TEDxChico
that he gains from it.
GIVING MEANING
TO WORK
THROUGH
ENGAGEMENT
ENGAGEMENT

 One path to meaning is through

employee engagement. Engagement
means that people enjoy their jobs and
are satisfied with their work conditions,
contribute enthusiastically to meeting
team and organizational goals, and feel
a sense of belonging and commitment
to the organization. Fully engaged
employees care deeply about the
organization and actively seekways to
serve the mission.
ENGAGEMENT

 It is the behavior of leaders

that makes the biggest
difference in whether people
feel engaged at work. The
Gallup Organization
developed a metric called the How Facebook engages
its employees. What
Q12, a list of 12 questions
advantages do leaders
that provides a way to and
evaluate how leaders are employees gain from
doing in creating an employee engagement?
environment that provides
intrinsic rewards by meeting
higher-level needs.
ENGAGEMENT
Video Time – “Mark Zuckerberg Instructs Facebook
to Move Fast”

 Mark Zuckerberg discusses

Facebook Home and
philosophy of moving fast
and empowering engineers
to try new things.

 Mark Zuckerberg
Mark Elliot Zuckerberg is an
American technology
entrepreneur and
philanthropist. He is known
for co-founding and leading
Mark Zuckerberg Instructs Facebook to
Facebook as its chairman Move Fast
and chief executive officer.
ENGAGEMENT

As a leader, you can build an environment

that unleashes
employee potential and allows people to
become engaged with their work and the
organization. You can help people feel good
about their jobs by giving them a sen of
making progress toward meaningful goals.
ENGAGEMENT
Discussion Question

Do you agree that it is

the behavior of leaders
that largely determines
employee engagement,
as defined in the text?
What might be some
other factors that
influence engagement?
ENGAGEMENT
Discussion Question

 Leaders create the environment that

determines employee engagement. It is the
behavior of leaders that makes the biggest
difference in whether people feel engaged at
work. A leader’s role is not to control others but
to organize the workplace in such a way that
each person can learn, contribute, and grow.
Leaders can identify the level of engagement
in their organizations and implement strategies
to facilitate full engagement and improve
performance. When people are fully engaged
with their work, satisfaction, performance, and
profits increase. Other factors that influence
engagement include organization wide
programs such as job enrichment, or incentive
plans.
ENGAGEMENT
Discussion Question

 Discuss whether you believe it is

a leader’s responsibility to help
people find meaning in their
work. How might leaders do this
for employees at a credit card
call center? How about for
employees who empty waste
containers and clean restrooms
at sports or entertainment
venues?
ENGAGEMENT
Discussion Question

 One way people get intrinsic rewards at work is

to feel a deep sense of importance and
meaningfulness, such as people who work for
a social cause or mission. Good leaders
channel employee motivation by tapping into
each person’s talents and skills. Leaders can
do this for a credit card call center by finding
out the talents and skills of the employees and
putting them in positions that utilize those
skills. For example, a friendly, extroverted
person makes a good customer support agent.
Leaders could also offer training in marketing
and customer service so that employees could
improve their skills and have a good feeling
about working at the call center. Call centers
often have a career ladder that appeals to
higher needs; a customer support agent could
become a manager.
NEW IDEAS FOR
MOTIVATION
NEW IDEAS FOR
MOTIVATION

Engagement and
empowerment have
such high motivational
potential because they
address higher level
needs and provide
intrinsic rewards.
THE MAKING PROGRESS
PRINCIPLE

 The making progress

principle is the idea that the
single most important factor
that can boost motivation,
positive emotions, and
perceptions during a
workday is making progress
toward meaningful goals.
THE MAKING PROGRESS
PRINCIPLE
Discussion Question

 Why do you think making

progress in meaningful work
ranks as the most important
factor contributing to motivation
according to a recent study? How
might leaders provide a sense of
progress for employees working
on long-range projects that might
not show results for months or
even years?
THE MAKING PROGRESS
PRINCIPLE
Discussion Question

 Recent research points to the importance of

making progress toward goals as a key to high
motivation. According to the making progress
principle, the single most important factor that
can boost motivation, positive emotions, and
perceptions during a workday is making
progress toward meaningful goals. Leaders
can support making progress by setting clear
goals, giving people autonomy, providing
sufficient time and resources, and helping
people see how they are contributing. In
addition, leader encouragement and
recognition can enable people to see their
work as important and meaningful. Providing
feedback on how well people are progressing
and giving them a way to track their progress
toward goals provides a renewable energy that
fuels motivation.
 BUILDING A THRIVING
WORKFORCE

 A thriving workforce is the idea that people

are not just satisfied and productive but also
engaged in creating the future—their own and
that of the organization. Two components of
thriving individuals are vitality and learning.

Thriving
Vitality Learning
workforce
BUILDING A THRIVING
WORKFORCE

 Leaders promote thriving by

applying many of the motivational
techniques. A long-term
commitment to empowerment
and engagement can provide the
basis for a thriving workplace.
The goal of empowerment and
engagement is to transform the
culture.
BUILDING A THRIVING
WORKFORCE
Discussion Question

 How might empowerment

provide the two conditions
(vitality and learning) for a
thriving workforce as described in
the chapter? Consider both
psychological factors and the job
characteristics model in your
answer.
BUILDING A THRIVING
WORKFORCE
Discussion Question

 Two components of thriving individuals are vitality

and learning. A thriving employee is one who feels
alive, energized, and passionate about what he or
she is doing. The individual has a sense that his or
her work has purpose and meaning. In addition, a
thriving employee is one who is learning and growing,
developing new knowledge, skills, and abilities that
can be applied now and in the future. Leaders
promote thriving by applying many of the motivational
techniques described throughout this chapter, such
as meeting higher level needs, helping people get
intrinsic rewards from their work, and providing
regular feedback on performance and progress. A
long-term commitment to empowerment and
engagement can provide the basis for a thriving
workplace. The goal of empowerment and
engagement is to transform the culture. Leaders talk
with people one on one to understand what each
individual wants and needs to feel engaged and
empowered, and then follow through with everyday
action.
NEW IDEAS FOR MOTIVATION
Video Time – “Stop Trying to Motivate Your
Employees?”

 It’s a misconception that you can motivate

your employees. They’re already
motivated. The key is to unleash their
motivation. The Founder of Aperio
Consulting Group, Kerry Goyette takes a
deeper dive into motivation, how to
leverage it, and the counterproductive
motivations that may be holding us back
from success.

 Kerry Goyette
Kerry is the Founder & President of Aperio
Consulting Group, a corporate consulting
firm that provides workplace analytics and
training to build high performance
cultures. Kerry consults clients across the
world on scientific strategies for Stop Trying to Motivate Your Employees |
engineering teams that maximize
performance. She is also the founding
Kerry Goyette | TEDxCosmoPark
authority of the Motivational Research
Institute focused on identifying the key
human factor contributors to success.
KEY TERMS AND
CONCEPTS
KEY TERMS AND CONCEPTS
 Motivation: the forces either internal or
external to a person that arouse
enthusiasm and persistence to pursue a
certain course of action.
 Intrinsic rewards: internal satisfactions a
person receives in the process of
performing a particular action.
 Extrinsic rewards: rewards given by
another person, typically a supervisor,
such as pay increases and promotions.
 Hierarchy of needs theory: Maslow’s
theory proposes that humans are
motivated by multiple needs and those
needs exist in a hierarchical order.
 Hygiene factors: the first dimension of
Herzberg’s two-factor theory; involves
working conditions, pay, company
policies, and interpersonal relationships.
 Motivators: the second dimension of
Herzberg’s two-factor theory; involves job
satisfaction and meeting higher-level
needs such as achievement, recognition,
and opportunity for growth.
 Acquired needs theory: McClelland’s
theory that proposes that certain types of
needs (achievement, affiliation, power) are
acquired during an individual’s lifetime.
 Reinforcement theory: a motivational
theory that looks at the relationship
between behavior and its consequences
by changing or modifying followers’ on-
the-job behavior through the appropriate
use of immediate rewards or
punishments.
 Behavior modification: the set of
techniques by which reinforcement theory
is used to modify behavior.
KEY TERMS AND CONCEPTS
 Law of effect: states that positively
reinforced behavior tends to be repeated
and behavior that is not reinforced tends
not to be repeated.
 Reinforcement: anything that causes a
certain behavior to be repeated or
inhibited.
 Positive reinforcement: the
administration of a pleasant and
rewarding consequence following a
behavior.
 Negative reinforcement: the withdrawal
of an unpleasant consequence once a
behavior is improved.
 Punishment: the imposition of unpleasant
outcomes on an employee following
undesirable behavior.
 Extinction: the withdrawal of a positive
reward, meaning that behavior is no
longer reinforced and hence is less likely
to occur in the future.
 Expectancy theory: a theory that
suggests that motivation depends on
individuals’ mental expectations about
their ability to perform tasks and receive
desired rewards.
 Equity theory: a theory that proposes
that people are motivated to seek social
equity in the rewards they receive for
performance.
 Empowerment: power sharing; the
delegation of power or authority to
subordinates in the organization.
 Job design: structuring jobs in a way to
meet higher-level needs and increase
motivation toward the accomplishment of
goals.
KEY TERMS AND CONCEPTS
 Job characteristics model: a model
of job design that considers the core
job dimensions of skill variety, task
identity, task significance, autonomy,
and feedback to enrich jobs and
increase their motivational potential.
 Job enrichment: a motivational
approach that incorporates high-level
motivators into the work, including job
responsibility, recognition, and
opportunities for growth, learning, and
achievement.
 Engagement: when people enjoy their
jobs and are satisfied with their work
conditions, contribute enthusiastically
to meeting team and organizational
goals, and feel a sense of belonging
and commitment to the organization.
 Making progress principle: the idea
that the single most important factor
that can boost motivation, positive
emotions, and perceptions during a
workday is making progress toward
meaningful goals.
 Thriving workforce: a workforce in
which people are not just satisfied and
productive but also engaged in creating
a better future for themselves and the
organization; incorporates vitality and
learning.