Chapter 9 Intrinsic Rewards and Job Design

Chapter 9 Intrinsic Rewards and Job Design

Learning Goals Discuss the role of job design in giving people opportunities to experience intrinsic rewards Describe the major theories of job design Have some insight into the design of your present job and your reactions to it

Learning Goals (Cont.) Appreciate how the work context affects people's reaction to the design of their jobs Explain the process of diagnosing and redesigning jobs Distinguish between the design of jobs for individuals and the design of jobs for groups

Chapter Overview Introduction Intrinsic Rewards and Job Design
The Job Characteristics Theory of Work Motivation Contextual Factors in Job Design Diagnosing and Redesigning Jobs

Chapter Overview (Cont.)
Group-Based Job Design Factors Affecting Perceptions of Objective Job Characteristics International Aspects of Job Design Ethical Issues in Job Design

Introduction Job design affects motivation and satisfaction
Organizations and managers can create a context within which employees experience intrinsic rewards Only indirect control over intrinsic rewards Can only create a set of job experiences that lets employees experience intrinsic rewards

Intrinsic Rewards and Job Design
Some job redesign efforts Job rotation Same worker moved among different jobs Each job often had few tasks or activities Proponents believed a worker became less bored by doing many different activities in a day

Intrinsic Rewards and Job Design (Cont.)
Some job redesign efforts (cont.) Job enlargement Add duties and tasks to a job People did not move from one job to another Duties and tasks repackaged to make an individual's job larger Two or more jobs combined into a single new job

Some job redesign efforts (cont.) Job enrichment Also repackaged duties Added duties and tasks that increased a worker autonomy and responsibility Workers also had increased involvement in decision making

Characteristics of approaches Enhance the content of a job to increase satisfaction; decrease boredom Job enrichment: expected to increase employee motivation, job performance, productivity Assumed a positive linear relationship between job design and employee motivation Clear by the 1960s a universal, positive, linear response was not true of all people

The Job Characteristics Theory of Work Motivation (Cont.)
Well-developed and well-understood job design theory Understand how job characteristics affect people’s motivation and satisfaction Text book Figure 9.1: overview of the theory

Affective outcomes: person’s internal reactions; satisfaction and motivation Behavioral outcomes: observable behavior such as quality and quantity of work Critical psychological states Internal reactions to perceived job characteristics Lead to affective and behavioral outcomes

Affective and behavioral outcomes Affective outcomes Internal work motivation: feeling of self-reward from doing the job itself (intrinsic motivation) Growth satisfaction: personal growth and development satisfaction General job satisfaction: overall feelings about work and the organization

Affective and behavioral outcomes Behavioral outcomes Work effectiveness Quality of work performance Quantity of work performance Lower absenteeism Reduced emotional exhaustion and stress

Critical psychological states Knowledge of results: must know job performance while doing the work itself Experienced responsibility: must control the results of work activities Experienced meaningfulness: person must feel the work is important

Perceived and objective job characteristics Core job characteristics: must be present to produce the critical psychological states Perceive objective job characteristics that form impressions of core job characteristics

Skill variety: degree to which job has many different activities using several skills, abilities, and talents Task identity: degree to which job lets a person do a whole piece of work from start to finish Task significance: degree to which the person doing job perceives it as important to others

Autonomy: degree of discretion in deciding how and when to do the job Feedback from the job itself: degree to which person learns about the quality of job performance while doing the task Includes feedback from clients directly served by the job Does not include feedback from a supervisor or coworkers

Relationship of core job characteristics to critical psychological states Skill variety, task identity, and task significance experienced meaningfulness of the work The three job characteristics can offset each other Job not perceived as significant may be a whole job, using many skills and abilities

Relationship of core job characteristics to critical psychological states (cont.) Autonomy experienced responsibility for outcomes of the work Feedback from the job itself knowledge of the actual results of work activities

Motivating potential Summarizes effect of core job characteristics on psychological states Formula on text book page 159 shows combining effects of job characteristics

Motivating potential (cont.) Strong effects of autonomy and feedback from the job itself Autonomy and job feedback related to two of three critical psychological states Low levels of psychological states associated with low affective and behavioral response

Relationships predicted by the theory Positive linear response to motivating potential High motivating potential: high internal work motivation Low motivating potential: low internal work motivation

Relationships predicted by the theory (cont.) Moderator variables Change or affect relationships among parts of the theory Individual moderators: factors in the person Work context moderators: factors surrounding the person while doing the job

Relationships predicted by the theory (cont.) Moderator variables (cont.) Positive moderator variable: more positive response to motivating potential Negative moderator variable: less positive response to motivating potential Negative work context Distraction effect Escape effect See text book Figure 9.2

Relationships predicted by the theory (cont.) Moderator variables (cont.) Knowledge and skill Growth need strength Context satisfaction Theory does not assume universal, positive response to jobs high in motivating potential

Relationships predicted by the theory (cont.) Moderator variables (cont.) Knowledge and skill Person with needed skills and abilities should do job successfully High motivating potential combines with person's knowledge and skill: higher internal work motivation Person without needed skills and abilities should not do job successfully: low internal work motivation

Relationships predicted by the theory (cont.) Moderator variables (cont.) Growth need strength (GNS) Strong growth need people should respond more positively to jobs high in motivating potential than weak growth need people More "ready" to respond than people with weak growth needs Weak growth need people can feel "stretched" by a high motivating potential job

Relationships predicted by the theory (cont.) Moderator variables (cont.) Context satisfaction Quality of supervision Compensation system Job security Immediate coworkers Negative work context distracts from a high motivating potential job Positive work context is supportive; lets the person experience a job’s motivating qualities

Relationships predicted by the theory (cont.) Implications for you If you desire intrinsic outcomes, high MPS jobs Should motivate you Act as a source of satisfaction If you desire extrinsic outcomes, the opposite is true Intrinsic outcomes less important to you than extrinsic outcomes for good performance

Contextual factors in job design Organizational design: task specialization, centralization, decentralization Technical process: major ways the work of the organization gets done Management behavior: relationships with subordinates; involvement of subordinates

Organizational design and job design Task specialization High specialization: low core job characteristics, low motivating potential Low specialization: high job characteristics, high motivating potential

Organizational design and job design (cont.) Centralized-decentralization Centralized decision making: low skill variety, autonomy, and task identity; low motivating potential Decentralized decision making processes: high core job characteristics; high motivating potential

Technical process and job design Hinders or helps job redesign Capital investment in existing technical process can limit job redesign Adopting a particular technical process can help job redesign Group-based technical process Redesign jobs around that technology

Technical process and job design (cont.) Mass-production technical processes Standardized jobs: low core job characteristics; low motivating potential Custom-designed work: high core job characteristics; high motivating potential

Technical process and job design (cont.) New manufacturing approaches Flexible manufacturing techniques: required worker flexibility can increase skill variety and autonomy Group-based manufacturing technologies: group-based job design discussed later

Technical process and job design (cont.) Just-in-time inventory management Removes buffers within the technical process Requires quick worker responses High skill variety, autonomy, feedback from the job itself; high motivating potential

Management behavior and job design Close control over subordinates: low skill variety, task identity, autonomy; low motivating potential General control: high skill variety, task identity, autonomy; high motivating potential

Management behavior and job design (cont.) Involvement in decision-making process Shows importance of a person's organizational role Increase commitment to the decision Allow more discretion in carrying out the decision High skill variety, task significance, autonomy; high motivating potential

Diagnosing and Redesigning Jobs
Get information about existing jobs Questionnaires Personal interviews Direct observations

Diagnosing and Redesigning Jobs (Cont.)
Job Diagnostic Survey (JDS) Measures job characteristics and affective responses Calculate MPS and compare to norms Decide whether job has an excessively low score Identify the job characteristics responsible for low MPS

Job Diagnostic Survey (cont.) Measures employee GNS and levels of work context satisfaction GNS of employees in target jobs Ready to respond to a redesigned job (high GNS)? Context satisfactions: employees perceive a positive work context?

Job Diagnostic Survey (cont.) JDS does not measure employee knowledge and skills Do employees have the needed knowledge and skills to do the redesigned work? If not, include a training program with the job redesign program

Job Diagnostic Survey (cont.) Employees who provide data should see results to verify accuracy Asking employees to suggest ways to redesign their jobs can elicit useful information

Group-Based Job Design
Have mainly focused on job design for individuals Some tasks better done by groups Such groups are known as self-managing work groups Design both the group's task and some aspects of the group

Group-Based Job Design (Cont.)
Self-managing work group Intact groups, permanent or temporary Interdependent members do tasks Both members and nonmembers perceive the groups as real Produces a defined product, service, or decision

Self-managing work group (cont.) Members control the group's tasks and the group's interpersonal processes Have task assignment authority Decide how and when work will be done Major source of it’s self-managing quality

Design of the task and the group Skill variety: group uses many different skills in doing task Task identity: group does whole task Task significance: group members perceive task as important to others

Design of the task and the group (cont.) Autonomy: group task must give group members discretion in getting work done Feedback from the job itself: give feedback to members while doing group’s task

Design of the task and the group (cont.) Group composition Members have needed skills and abilities Group member heterogeneity: find creative solutions based on member differences Group member homogeneity: similar thinking patterns; fail to find creative solutions

Design of the task and the group (cont.) Group composition (cont.) Group size: too large; group's process becomes inefficient Interpersonal skills needed to manage the group's interpersonal processes

Design of the task and the group (cont.) Group norms (see Chapter 10) Rules of conduct for group member's behavior Management: encourage norms consistent with group's task and desired productivity levels Build climate of open discussion of existing and developing group norms

What can we expect to happen? High effort, motivation, performance Group composition: high level of knowledge and skill to do group's work Members could feel satisfied with experiences in the group Research evidence: sizable positive effects compared to individual job design

What can we expect to happen? (cont.) Develop strong norms; try to control each other's behavior Positive performance norms help Focus members on successfully completing tasks Focus members on discovering ways of successfully dealing with work problems

Individual and contextual considerations Makes more interpersonal demands on people than individual job design Best candidates for group-based approach are people with a strong need for affiliation Individuals should also have strong growth needs

Individual and contextual considerations (cont.) Strongly affiliative people with weak growth needs: attracted to social interaction, not intrinsic qualities group's task People with strong growth and social needs are highly desirable

Individual and contextual considerations (cont.) Organization's reward system Interdependent reward system based on performance of all group members Higher performance levels than less interdependent rewards

Factors Affecting Perceptions of Objective Job Characteristics
Perceived or objective job characteristics affect the person Perceptions not always accurate picture of objective job features Social context of person can affect perception of job

Factors Affecting Perceptions of Objective Job Characteristics (Cont.)
Social Information Processing Theory Interactions with other people affect a person's perceptions of job characteristics Informational cues about task can come from coworkers: positive or negative view Socially constructed view may not be the same as the "objective" features of the job

Implications for job redesign Participation in the process may produce satisfaction , not job redesign Using the JDS may sensitize people to certain job characteristics Can manipulate perceptions of job characteristics with social information

Research evidence Produced mixed results Conservative conclusion: Social Information Processing Theory complements Job Characteristics Theory Changes in both objective job characteristics (job redesign) and oral cues by supervisors Largest change in perceptions and satisfaction

International Aspects of Job Design
Cultural differences in motivational needs (see Chapter 7) Striving for intrinsic rewards from job redesign does not apply to all cultures Cultural differences also should guide choice of individual-based or group-based approaches

International Aspects of Job Design (Cont.)
Individual and group-based job design U.S. managers have mostly used individual approaches to job design Recent shifts to group-based approaches Managers in other countries have mainly emphasized group-based job design Sweden and Norway; consistent with their socially oriented values

International Aspects of Job Design (Cont.)
Changing specific job characteristics Belgium, Mexico, Greece, Thailand: Not likely to accept efforts to increase autonomy and task identity French managers particularly dislike recommendations to decentralize decision authority. Subordinates do not expect them to do so

Ethical Issues in Job Design
Self-managing work teams Low need for affiliation people; little desire for team-based work Some people may not want high involvement in work roles. Prefer high involvement in nonwork roles Two ethical questions Voluntary involvement in such teams? Fully inform job applicants about company's use of teams and likelihood of a team assignment?

Ethical Issues in Job Design (Cont.)
Transnational organizations People around the world differ in the importance of needs Many countries do not readily accept decentralizing decision authority Examples: South American countries, India, Hong Kong as examples

Ethical Issues in Job Design (Cont.)
Transnational organizations Swedish and Austrian employees expect high decision making involvement Should managers honor the host national culture? or Should they adhere to their home organization's emphasis on self-managing work teams?

Chapter 9 Intrinsic Rewards and Job Design

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