Professional Documents
Culture Documents
Griffin, Management, 15e©2021 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 1
Warm Up
• What motivates you to accomplish your goals, do your best, and go above
expectations?
Griffin, Management, 15e©2021 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 2
Learning Objectives (1 of 2)
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Learning Objectives (2 of 2)
Griffin, Management, 15e©2021 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 4
15-1a The Importance of Employee Motivation
in the Workplace
• Motivation:
− The set of forces that cause people to behave in
certain ways
Griffin, Management, 15e©2021 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 5
Figure 15.1 The Motivation Framework
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15-1b Historical Perspectives on Motivation
• Traditional approach:
− Frederick Taylor assumed people were motivated by
money.
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Poll 1
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15-2 Content Perspectives On Motivation
• Content perspectives
− Approach to motivation that tries to answer the question
“What factors motivate people?”
− Focus on needs and need deficiencies of individuals
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15-2a The Needs Hierarchy Approach (1 of 2)
Maslow’s hierarchy of needs suggests that people must satisfy five
groups of needs in order
• Physiological: Attending to basic survival and biological
functions
• Security: Seeking a safe physical and emotional environment
• Belongingness: Experiencing love and affection
• Esteem: Having a positive self-image/self-respect and
recognition and respect from others
• Self-actualization: Realizing one’s potential for personal growth
and development
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15-2a The Needs Hierarchy Approach (2 of 2)
Contributions of Maslow’s theory
• Identified and categorized individual needs
• Emphasized importance of needs to motivation
Griffin, Management, 15e©2021 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 11
15-2a The ERG Theory
• ERG theory of motivation:
− People’s needs are grouped into three possibly
overlapping categories:
▪ Existence
▪ Relatedness
▪ Growth
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15-2c Individual Human Needs
• Need for achievement
− The desire to accomplish a goal or task more effectively
than in the past
• Need for affiliation
− The desire for human companionship and acceptance
• Need for power
− The desire to be influential in a group and to control one’s
environment
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Knowledge Check 1
Which theory of motivation argued that there are two stages in the
process of motivating employees: ensuring hygiene factors are not
deficient and giving employees an opportunity to experience motivation
factors?
Griffin, Management, 15e©2021 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 16
Knowledge Check 1: Answer
• Which theory of motivation argued that there are two stages in the process of
motivating employees: ensuring hygiene factors are not deficient and giving
employees an opportunity to experience motivation factors?
Motivation factors are related specifically to the work content. Hygiene factors
are related to the work environment. Herzberg argued that there are two stages
in the process of motivating employees. First, managers must ensure that the
hygiene factors are not deficient. By providing hygiene factors at an appropriate
level, managers do not necessarily stimulate motivation but merely ensure that
employees are “not dissatisfied.” In stage two, employees are given the
opportunity to experience motivation factors such as achievement and
recognition. The result is predicted to be higher levels of satisfaction and
motivation.
Griffin, Management, 15e©2021 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 17
15-3 Process Perspectives on Motivation
• Process perspectives:
− Approaches to motivation that focus on why people choose
certain behavioral options to satisfy their needs and how
they evaluate their satisfaction after they have attained
those goals
• Process perspectives on motivation:
− Expectancy theory
− Porter-Lawler extension of expectancy theory
− Equity theory
− Goal-setting theory
Griffin, Management, 15e©2021 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 18
15-3a Expectancy Theory (1 of 3)
• Expectancy theory:
− Suggests that motivation depends on two things—how much
we want something and how likely we think we are to get it.
• Theory assumes that:
− Behavior is determined by personal and environmental forces.
− People make decisions about their own behavior.
− Different people have different types of needs, desires, and
goals.
− People choose among alternatives of behaviors in selecting
one that that leads to a desired outcome.
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Figure 15.4 Expectancy Theory
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15-3a Expectancy Theory (2 of 3)
• Effort-to-performance expectancy
− The individual’s perception of the probability that effort
will lead to a high level of performance
• Performance-to-outcome expectancy
− The individual’s perception of the probability that
performance will lead to a specific outcome,
consequence, or reward in an organizational setting
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15-3a Expectancy Theory (3 of 3)
• Valences
− An index of how much an individual values a particular
outcome. It is also the attractiveness of the outcome to
the individual.
• Outcomes (Consequences)
− Attractive outcomes have positive valences and
unattractive outcomes have negative valences.
− Outcomes to which an individual is indifferent have zero
valences.
Griffin, Management, 15e©2021 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 22
15-3a The Porter-Lawler Extension
• The Porter-Lawler extension
• Assumptions:
− If performance results in equitable and fair rewards, people will
be more satisfied.
− High performance can lead to rewards and high satisfaction.
• Types of rewards:
− Extrinsic rewards are outcomes set and awarded by external
parties (pay and promotion).
− Intrinsic rewards are outcomes that are internal to the individual
(self-esteem and sense of accomplishment).
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Figure 15.5 The Porter-Lawler Extension of
Expectancy Theory
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15-3b Equity Theory (1 of 2)
• Equity theory
− Contends that people are motivated to seek social equity in the
rewards they receive for performance
− Inputs to the job include:
▪ Time, experience, effort, education, and loyalty
• Outcomes from a job include:
− Pay, recognition, promotions, social relationships, and intrinsic
rewards
• Feeling overrewarded:
− Increase or decrease inputs, distort ratios by rationalizing, help
the object person gain more outcomes
Griffin, Management, 15e©2021 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 25
15-3b Equity Theory (2 of 2)
• Feeling equitably rewarded:
− Maintain performance and accept comparison as fair
estimate
• Feeling underrewarded—reduce inequity by:
− Changing inputs by trying harder or slacking off
− Changing outcomes by demanding a raise
− Distorting ratios by altering perceptions of self or of others
− Leaving situation by quitting the job
− Choosing another object person
Griffin, Management, 15e©2021 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 26
15-3c Goal-Setting Theory
• Theory’s assumptions
− Behavior is a result of conscious goals and intentions.
− Setting goals influences behavior in organizations.
• Characteristics of goals
− Goal difficulty
− Goal specificity
− Goal acceptance
− Goal commitment
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Figure 15.6 The Expanded
Goal-Setting Theory
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Knowledge Check 2
Griffin, Management, 15e©2021 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 29
Knowledge Check 2: Answer
• According to the Porter-Lawler extension, what is the relationship between
satisfaction and performance?
Griffin, Management, 15e©2021 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 31
15-4a Kinds of Reinforcement in
Organizations (1 of 2)
• Positive reinforcement
− A method of strengthening behavior with rewards or positive
outcomes after a desired behavior is performed
• Avoidance
− Used to strengthen behavior by avoiding unpleasant
consequences that would result if the behavior were not
performed
Griffin, Management, 15e©2021 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 32
15-4a Kinds of Reinforcement in
Organizations (2 of 2)
• Punishment
− Used to weaken undesired behaviors by using negative
outcomes or unpleasant consequences when the behavior is
performed
• Extinction
− Used to weaken undesired behaviors by simply ignoring or not
reinforcing them
Griffin, Management, 15e©2021 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 33
15-4b Providing Reinforcement in
Organizations (1 of 2)
• Arrangement of the reinforcement contingencies:
• Fixed-interval schedule
• Provides reinforcement at fixed intervals of time,
such as regular weekly paychecks
• Variable-interval schedule
• Provides reinforcement at varying intervals of time,
such as occasional visits by the supervisor
Griffin, Management, 15e©2021 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 34
15-4b Providing Reinforcement in
Organizations (2 of 2)
• Schedules for applying reinforcement
• Fixed-ratio schedule
• Provides reinforcement after a fixed number of behaviors, regardless
of the time interval involved, such as a bonus for every fifth sale
• Variable-ratio schedule
• Provides reinforcement after varying numbers of behaviors are
performed, such as the use of compliments by a supervisor on an
irregular basis
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15-4b Behavior Modification
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Discussion #1
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15-5a Empowerment and Participation
• Empowerment and participation
• Empowerment
• The process of enabling workers to set their own work
goals, make decisions, and solve problems within their
sphere of responsibility and authority
• Participation
• The process of giving employees a voice in making
decisions about their own work
Griffin, Management, 15e©2021 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 38
15-5b Alternative Forms of Work
Arrangements (1 of 2)
• Variable work schedules
• Compressed work schedule
• Working a full 40-hour week in fewer than the
traditional five days
• “Nine-eighty” schedule
• Working one full week (five days) and one compressed
week (four days), yielding one day off work every other
week
Griffin, Management, 15e©2021 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 39
15-5b Alternative Forms of Work
Arrangements (2 of 2)
• Flexible work schedules
• Work schedules that allow employees to select, within
broad parameters, the hours they work
• Job sharing
• When two part-time employees share one full-time job
• Telecommuting
• Allowing employees to spend part of their time working
offsite, usually at home
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Poll 2
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15-6 Using Reward Systems to Motivate
Performance
• Reward system
• Formal and informal mechanisms by which employee
performance is defined, evaluated, and rewarded
Griffin, Management, 15e©2021 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 42
15-6a Merit Reward Systems
• Merit pay
• Pay awarded to employees on the basis of the relative
value of their contributions to the organization
• The greater the contribution, the greater the reward
Griffin, Management, 15e©2021 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 43
15-6b Incentive Reward Systems
• Monetary incentives
• Piece-rate incentive plan
• Reward system wherein the organization pays an employee a
certain amount of money for every unit he or she produces
• Nonmonetary Incentives
• Immediate, and one-time rewards
• Days off, additional paid vacation time, and special perks
Griffin, Management, 15e©2021 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 44
15-6c Team and Group Reward Systems
• Gainsharing programs
• Designed to share the cost savings from productivity
improvements with employees
• Scanlon plan
• Similar to gainsharing, but the distribution of gains is
tilted much more heavily toward employees
• Profit-sharing plans
• Provide an annual bonus to all employees based on
corporate profits
Griffin, Management, 15e©2021 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 45
15-6d Executive Compensation
• Standard forms of executive compensation
• Base salary
• Incentive pay (bonuses)
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Poll 3
A. Flexible hours
B. Additional vacation
C. Work from home
D. Bonus
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Summary
Now that the lesson has ended, you will have learned how to:
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