Management Chapter 12 Motivating for high Performance

1. Management Chapter 12 Motivating for high Performance

2. Motivation and Performance • Motivation • The willingness to achieve organizational objectives. • Motivation Process • Employees go from need to motive to behavior to consequence to satisfaction or dissatisfaction.

3. How Motivation Affects Performance • Expectations, Motivation, and Performance • Self-fulfilling prophecy • “If you believe you can, or if you believe you can’t, then you are right”—Henry Ford • If you think you will be successful, then you will be. • The Performance Formula • Performance = Ability x Motivation x Resources • For maximum performance levels, all three factors must be high.

4. Content MotivationTheories Process Motivation Theories Reinforcement Theory Major Motivation Theories Major Motivation Theories

5. Motivation: Content Theories • Content Motivation Theories • Focus on identifying and understanding employees’ needs. • Hierarchy of needs theory • ERG theory • Two-factor theory • Acquired needs theory

6. Maslow’s Hierarchy of Needs Theory • Hierarchy of Needs • Only unmet needs motivate. • People’s needs are arranged in order of importance for basic to complex. • Satisfaction of lower level needs precedes satisfaction of higher levels needs. • There are five classifications of needs: • Physiological Needs: These are people’s primary or basic needs: air, food, shelter, etc. • Safety Needs: Once the physiological needs are met, the individual is concerned with safety and security. • Social Needs: After establishing safety, people look for love, friendship, acceptance, and affection. • Esteem Needs: They include status, self-respect, recognition, and a feeling of self-confidence and prestige. • Self-Actualization Needs: These include developing one’s full potential through growth, achievement, and advancement.

7. How Managers Motivate with Maslow’s Hierarchy of Needs Theory Exhibit 12–2

8. Alderfer’s ERG Theory • ERG theory • Proposes that employees are motivated by three needs: • Existence: physiological and safety needs. • Relatedness: social needs. • Growth: esteem and actualization. • Needs can be active on more than one level at the same time. • Starving actor: being hungry and wanting fame and fortune.

9. TWO factors Theory Two-Factor Theory • Herzberg’s Two-factor theory proposes that employees are motivated by motivators rather than maintenance factors. • Maintenance factors are also called hygiene motivators because motivation comes from outside the job itself; they include pay, job security, title; working conditions; fringe benefits; and relationships. • Motivators are called intrinsic motivators because motivation comes from the work itself’ they include achievement, recognition, challenge, and advancement. • Herzberg Two continuums exist: not dissatisfied with the environment (maintenance) to dissatisfied, and satisfied with the job itself (motivators) to not satisfied. • Herzberg contended that providing maintenance factors will keep employees from being dissatisfied, but it will not make them satisfied or motivate them.

10. Herzberg’s Two-Factor Theory Exhibit 12–3

11. McClelland’s Acquired Needs Theory • Acquired Needs Theory • Proposes that employees are motivated by their need for achievement, power, and affiliation. • Need for Achievement (n Ach): the desire for responsibility and accomplishment. • Need for Power (n Ach): the desire to control the situation and influence others. • Need for Affiliation (n Aff): the tendency to be liked and to seek close relationship with others.

12. A Comparison of Four Content Motivation Theories Exhibit 12–4

13. Motivation: Process Theories • Process Motivation Theories • Focus on understanding how employees choose behavior to fulfill their needs. • Equity theory • Goal-setting theory • Expectancy theory

14. Adams’s Equity Theory • Equity Theory • Proposes that employees are motivated when their perceived inputs equal outputs. • People compare their inputs (contributions to the organization) and outputs (rewards) to that of relevant others and conclude that they are: • Underrewarded • Overrewarded • Equitably rewarded

15. Goal-Setting Theory • Goal-Setting Theory • Proposes that achievable but difficult goals motivate employees, leading to higher levels of motivation and performance. • Goals provide an attractive challenge to high-performing individuals who have a strong need for achievement. • Goals provide a sense of purpose—why we are working to accomplish a given task. • Goals require action plans to achieve goals and measure progress.

16. Vroom’s Expectancy Theory • Expectancy Theory • Proposes that employees are motivated when they believe they can accomplish the task and the rewards for doing so are worth the effort. • Motivation = expectancy x valence • Expectancy: the person’s perception of his or her ability to accomplish an objective. • Valence: the value the person places on the outcome or reward for his or her performance.

17. Responding Behavior Consequences of Behavior(Reinforcement) Stimulus Reinforcement Theory • Reinforcement Theory • Proposes that through the consequences for behavior employees will be motivated to behave in predetermined ways.

18. Types of Reinforcement • Positive Reinforcement • Encouraging continued behavior by offering attractive consequences (rewards) for desirable performance. • Avoidance Reinforcement (Negative Reinforcement) • Encouraging continued desirable behavior to avoid a negative consequence.

19. Types of Reinforcement (cont’d) • Extinction • Discouraging undesirable behavior by withholding reinforcement when the behavior occurs. • Punishment • Providing an undesirable consequence for the undesirable behavior.

20. Schedules of Reinforcement • Continuous Reinforcement • Each and every desirable behavior is reinforced. • Intermittent Reinforcement Schedules • Time-based • Fixed interval • Variable interval • Output-based • Fixed ratio • Variable ratio

21. Giving Praise 1. Tell the employee exactly what was done correctly. 2. Tell the employee why the behavior was important. 3. Stop for a moment of silence. 4. Encourage repeat performance. Model 12–1

22. The Motivation Process with the Motivation Theories Exhibit 12–6