Whetten 10e Accessible PowerPoint 06 CMR

Developing Management Skills
Tenth Edition
Chapter 6
Motivating Performance
Copyright © 2020, 2016, 2011 Pearson Education, Inc. All Rights Reserved
Learning Objectives
6.1 Understand what contributes to task performance
6.2 Foster high performance
6.3 Identify and correct the causes of unacceptable
performance
Motivation
“I don’t motivate my players. You cannot motivate someone,
all you can do is provide a motivating environment and the
players will motivate themselves.”
‒ Phil Jackson (after winning his 7th NB A title as a coach)
Formula for Performance
Performance = Ability × Motivation Effort 
Ability = Aptitude × Training × Resources
Motivation = Desire × Commitment
Diagnosing Poor Performance
• How difficult are the tasks?
• How capable is the individual?
• How hard is individual trying to succeed at the job?
• How much improvement is individual making?
Performance and Motivation
• Is the problem Ability or Motivation?
Old View of Motivation
Satisfaction → Motivation → Performance
New View of Motivation
Motivation
↓
Performance
↓
Outcomes
↓
Satisfaction
Motivation → Performance (1 of 4)
• Motivation begins with establishing moderately difficult

goals that are understood and accepted.
Figure 6.3 Strengthen the Motivation → Performance Link
Goal Setting
• Characteristics of good goals:

– Specific
– Consistent
– Appropriately challenging
– Provide feedback
• After setting goals, managers should remove obstacles to

performance.
Path Goal Theory
Figure 6.4 Leader Involvement and Subordinate
Performance
Leader Involvement
Performance → Outcomes
• Using rewards and discipline to encourage exceptional

behaviors and extinguish unacceptable behavior
• Extrinsic Outcomes:
– outside the control of the individual
• Intrinsic Outcomes:
– experienced by the individual as a result of successful
performance
The Best Award Programs
• Give awards publicly

• Use awards infrequently
• Embed them in a credible reward process
• Acknowledge past recipients in awards presentations
• Match award with culture
Managers’ Actions as Reinforcers
• Managers get what they reinforce, not what they want
Management Tool Strategies
• Disciplining:
– responding negatively to behavior to discourage future
occurrences
• Rewarding:
– linking desired behaviors with employee-valued
outcomes
• Non-response: may actually bring opposite effect &
demoralization
Job Characteristics Model
Figure 6.7 Designing Highly Motivating Jobs
Work Design Strategies
• Combine tasks
• Form identifiable work units
• Establish client relationships
• Increase authority
• Open feedback channels
Outcomes to Satisfaction Link
Need Theories
Table 6.4 Comparison of Hierarchical Needs Theories
Maslow Alderfer
Self-actualization Growth
Blank
Esteem
Belongingness Relatedness
Blank
Safety
Physiological Existence
McLelland’s Manifest Needs
• Need for Achievement:

– behavior towards competition with a standard of
excellence
• Need for Affiliation:
– desire to feel reassured and acceptable to others
• Need for Power:
– desire to influence others and to control one’s
environment
Needs and Attribution
• Common Management Mistakes

– Assuming all employees value the same reward
– Assuming the manager’s preference for a reward is
the same as employee’s
Cafeteria Style Systems
• Allows employees to select from a “menu” of benefits, i.e.,

health benefits, insurance, etc.
Fairness and Equity (1 of 2)
• Workers evaluate what they get from the relationship

(outcomes) to what they put in (inputs) and compare this
ratio to other’s in a comparison group.
Fairness and Equity (2 of 2)
• Workers who perceive inequity are motivated to adjust

their own or other worker’s inputs and/or outcomes.
Figure 6.10
Summary Model for Motivating Performance
Behavioral Guidelines (1 of 2)
• Clearly define an acceptable level of performance or

specific goals
• Remove obstacles to reaching goals
• Make rewards contingent on performance
• Treat discipline as a learning experience for the individual
Behavioral Guidelines (2 of 2)
• Transform acceptable behaviors into exceptional ones

• Identify rewards that appeal to the individual
• Check subordinates perceptions of reward equity
• Provide timely rewards and feedback
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Developing Management Skills

• Is the problem Ability or Motivation?

Satisfaction → Motivation → Performance

• Motivation begins with establishing moderately difficult

• Characteristics of good goals:

• After setting goals, managers should remove obstacles to

• Using rewards and discipline to encourage exceptional

• Give awards publicly

• Managers get what they reinforce, not what they want

• Need for Achievement:

• Common Management Mistakes

• Allows employees to select from a “menu” of benefits, i.e.,

• Workers evaluate what they get from the relationship

• Workers who perceive inequity are motivated to adjust

• Clearly define an acceptable level of performance or

• Transform acceptable behaviors into exceptional ones

This work is protected by United States copyright laws and

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