1. Ch. 9 Motivation: Motivating Employees and Building Self-Managed Teams

2. *
INTRINSIC REWARDS
The Value of Motivation *
Intrinsic Rewards: Personal satisfaction felt for a job well done.
Kinds of Intrinsic Rewards:
Pride in your performance
Sense of achievement
See Learning Goal 1: Explain Taylor’s scientific management.
Intrinsic means from within; when you have a drive to succeed and are motivated by purpose, passion, and mission.
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3. *
EXTRINSIC REWARDS
The Value of Motivation *
Extrinsic Rewards: Something given as a recognition of good work.
Kinds of Extrinsic Rewards:
Pay Raises
Promotions
Awards
See Learning Goal 1: Explain Taylor’s scientific management.
Extrinsic rewards are often temporary and driven by money, recognition and results.
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4. FREDERICK TAYLOR: FATHER of SCIENTIFIC MANAGEMENT*
FREDERICK TAYLOR: FATHER of SCIENTIFIC MANAGEMENT
Frederick Taylor: The Father of Scientific Management *
LG1
Scientific Management Studying workers to determine the most efficient ways of doing things and then teaching those techniques.
Three Key Elements to Increase Productivity
Time
Methods of Work
Rules of Work
See Learning Goal 1: Explain Taylor’s scientific management.
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5. TAYLOR’S FOUR KEY PRINCIPLES*
TAYLOR’S FOUR KEY PRINCIPLES
Frederick Taylor: The Father of Scientific Management *
LG1
Study how a job is performed.
Gather time & motion information.
Check different methods.
Codify the best method into rules.
Choose workers whose skill matches the rules.
Establish a fair level of performance and pay.
See Learning Goal 1: Explain Taylor’s scientific management.
Taylor was looking for the most efficient way or the one right way to do something. Workers were, in a sense, thought of as machines that could be fine tuned.
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6. * * TIME-MOTION STUDIES
Frederick Taylor: The Father of Scientific Management *
LG1
Time-Motion Studies: Studies of which tasks must be performed to complete a job and the time needed to do each task.
Led to the development of the Principle of Motion Economy: Every job can be broken down into a series of elementary motions; developed by Frank and Lillian Gilbreth.
See Learning Goal 1: Explain Taylor’s scientific management.
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7. HAWTHORNE STUDIES: PURPOSE AND RESULTS*
HAWTHORNE STUDIES: PURPOSE AND RESULTS
Elton Mayo and the Hawthorne Studies *
LG2
Researchers studied worker efficiency under different levels of light. (Elton Mayo, Harvard)
Productivity increased regardless of light condition.
Researchers decided it was a human or psychological factor at play.
Hawthorne Effect: People act differently when they know they are being studied.
See Learning Goal 2: Describe the Hawthorne studies and their significance to management.
The Hawthorne studies were conducted in Cicero, Illinois at the Western Electric plant over a six year period.
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8. MASLOW’S THEORY of MOTIVATION*
MASLOW’S THEORY of MOTIVATION
Motivation and Maslow’s Hierarchy of Needs *
LG3
Hierarchy of Needs: Theory of motivation based on unmet human needs from basic physiological needs to safety, social and esteem needs to self-actualization needs.
Needs that have already been met do not motivate.
If a need is filled, another higher-level need emerges.
See Learning Goal 3: Identify the levels of Maslow’s hierarchy of needs and apply them to employee motivation.
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9. MASLOW’S HIERARCHY of NEEDS*
MASLOW’S HIERARCHY of NEEDS
Motivation and Maslow’s Hierarchy of Needs *
LG3
See Learning Goal 3: Identify the levels of Maslow’s hierarchy of needs and apply them to employee motivation.
Maslow’s Hierarchy of Needs
This slide reproduces the illustration of Maslow’s Hierarchy from the chapter.
Most people in the class, especially those that have taken basic psychology, may be familiar with Maslow and the premise of human needs hierarchy.
Use this opportunity to relate Maslow’s need theory to the work environment:
Workers require competitive salaries, benefits and clean work environments.
Employees have the need for security against termination in their jobs and the feeling of being safe against bodily harm while performing their job functions.
On the job, workers have the need to feel a part of a successful group, driven by achievement.
Employees seek opportunities for advancement, empowerment, recognition, and responsibility through additional work-related performance. Companies must attempt to satisfy these needs through opportunities within the organization.
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10. HERZBERG’S MOTIVATING FACTORS*
HERZBERG’S MOTIVATING FACTORS
Herzberg’s Motivating Factors *
LG4
Herzberg’s research centered on two questions:
What factors controlled by managers are most effective in increasing worker motivation?
How do workers rank job- related factors in order of importance related to motivation?
See Learning Goal 4: Distinguish between the motivators and hygiene factors identified by Herzberg.
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11. *
JOB CONTENT
Herzberg’s Motivating Factors *
LG4
Herzberg: Found that job content factors were most important to workers. Workers like to feel they contribute to the company.
Motivators: Job factors that cause employees to be productive and that give them satisfaction.
See Learning Goal 4: Distinguish between the motivators and hygiene factors identified by Herzberg.
Herzberg’s article in the Harvard Business Review, “One More Time: How Do You Motivate Employees?” is a classic and explores his idea of job content in depth.
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12. *
JOB ENVIRONMENT
Herzberg’s Motivating Factors *
LG4
Job environment factors maintained satisfaction but did not motivate employees.
Hygiene Factors: Job factors that can cause dissatisfaction if missing but that do not necessarily motivate employees if increased.
See Learning Goal 4: Distinguish between the motivators and hygiene factors identified by Herzberg.
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13. HERZBERG’S MOTIVATORS and HYGIENE FACTORS*
HERZBERG’S MOTIVATORS and HYGIENE FACTORS
Herzberg’s Motivating Factors *
LG4
Motivators
Hygiene Factors
Work itself
Company policy and administration
Achievement
Supervision
Recognition
Working conditions
Responsibility
Interpersonal relations
Growth and advancement
Salary, status and job security
See Learning Goal 5: Differentiate among Theory X, Theory Y, and Theory Z.
McGregor’s Theories
Theory X suggests that employees dislike work, avoid responsibility, have little ambition, and are motivated by threat and fear. Theory Y argues that people like work, seek responsibility, and are motivated by empowerment. If a manager believes theory X or Theory Y, s/he would tend to treat the employees accordingly.
Ask the students: Would you be a Theory X or Y manager? How do you believe employees should be treated? Would you prefer to work for a Theory X or Y manager? (The majority if not all would say they would rather work for a Theory Y manager. It should be pointed out that how a manager treats employees is often dictated by the situation. A manager may hold Theory Y values but may have to use Theory X perspective depending upon the situation with the employee.)
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14. COMPARISON of the THEORIES of MASLOW and HERZBERG*
COMPARISON of the THEORIES of MASLOW and HERZBERG
Herzberg’s Motivating Factors *
LG4
See Learning Goal 5: Differentiate among Theory X, Theory Y, and Theory Z.
McGregor’s Theories
Theory X suggests that employees dislike work, avoid responsibility, have little ambition, and are motivated by threat and fear. Theory Y argues that people like work, seek responsibility, and are motivated by empowerment. If a manager believes theory X or Theory Y, s/he would tend to treat the employees accordingly.
Ask the students: Would you be a Theory X or Y manager? How do you believe employees should be treated? Would you prefer to work for a Theory X or Y manager? (The majority if not all would say they would rather work for a Theory Y manager. It should be pointed out that how a manager treats employees is often dictated by the situation. A manager may hold Theory Y values but may have to use Theory X perspective depending upon the situation with the employee.)
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15. *
THEORY X and THEORY Y
McGregor’s Theory X and Theory Y *
LG5
Douglas McGregor proposed managers had two different sets of assumptions concerning workers.
Their attitudes about motivating workers was tied to these assumptions.
McGregor called them Theory X and Theory Y.
See Learning Goal 5: Differentiate among Theory X, Theory Y, and Theory Z.
McGregor’s Theories
Theory X suggests that employees dislike work, avoid responsibility, have little ambition, and are motivated by threat and fear. Theory Y argues that people like work, seek responsibility, and are motivated by empowerment. If a manager believes theory X or Theory Y, s/he would tend to treat the employees accordingly.
Ask the students: Would you be a Theory X or Y manager? How do you believe employees should be treated? Would you prefer to work for a Theory X or Y manager? (The majority if not all would say they would rather work for a Theory Y manager. It should be pointed out that how a manager treats employees is often dictated by the situation. A manager may hold Theory Y values but may have to use Theory X perspective depending upon the situation with the employee.)
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16. ASSUMPTIONS of THEORY X MANAGERS*
ASSUMPTIONS of THEORY X MANAGERS
McGregor’s Theory X and Theory Y *
LG5
Workers dislike work and seek to avoid it.
Workers must be forced or threatened with punishment to get them to perform.
Workers prefer to be directed and avoid responsibility
Only effective motivators are fear and money.
See Learning Goal 5: Differentiate among Theory X, Theory Y, and Theory Z.
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17. ASSUMPTIONS of THEORY Y MANAGERS*
ASSUMPTIONS of THEORY Y MANAGERS
McGregor’s Theory X and Theory Y *
LG5
People like work, it’s a part of life.
Workers seek goals they are committed toward.
Commitment to goals depends on perceived rewards.
People can use creativity to solve problems.
Intellectual capacity is only partially realized.
People are motivated by a variety of rewards.
See Learning Goal 5: Differentiate among Theory X, Theory Y, and Theory Z.
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18. * * GOAL-SETTING THEORY
Goal-Setting Theory and Management by Objectives *
LG6
Goal-Setting Theory: Setting ambitious, but attainable goals can motivate workers and improve performance if the goals are accepted, accompanied by feedback, and facilitated.
Management by Objectives (MBO): Involves a cycle of discussion, review and evaluation of objectives among top and middle-level managers, supervisors and employees.
Managers formulate goals in cooperation with everyone. Monitor results and reward achievement.
See Learning Goal 6: Explain the key principles of goal-setting, expectancy, reinforcement, and equity theories.
Peter Drucker developed the idea of MBO in his 1954 book The Practice of Management.
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19. EXPECTANCY THEORY in MOTIVATION*
EXPECTANCY THEORY in MOTIVATION
Goal-Setting Theory and Management by Objectives *
LG6
Expectancy Theory: The amount of effort employees exert on a specific task depends on their expectations of the outcome.
Employees ask:
Can I accomplish the task?
What’s my reward?
Is the reward worth the effort?
Expectations can vary from person to person.
See Learning Goal 6: Explain the key principles of goal-setting, expectancy, reinforcement, and equity theories.
Peter Drucker developed the idea of MBO in his 1954 book The Practice of Management.
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20. 5 CHARACTERISTICS of WORK*
5 CHARACTERISTICS of WORK
Motivation Through Job Enrichment *
LG7
Job Enrichment: A motivational strategy that emphasizes motivating the worker through the job itself.
Skill Variety
Task Identity
Task Significance
Autonomy
Feedback
See Learning Goal 7: Show how managers put motivation theories into action through such strategies as job enrichment, open communication, and job recognition.
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21. TYPES of JOB ENRICHMENT*
TYPES of JOB ENRICHMENT
Motivation Through Job Enrichment *
LG7
Job Enlargement: A job enrichment strategy that involves combining a series of tasks into one challenging and interesting assignment.
Job Rotation: A job enrichment strategy that involves moving employees from one job to another.
See Learning Goal 7: Show how managers put motivation theories into action through such strategies as job enrichment, open communication, and job recognition.
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22. USING OPEN COMMUNICATION*
USING OPEN COMMUNICATION
Motivating Through Open Communication *
LG7
Create a culture that rewards listening.
Train managers to listen.
Use effective questioning techniques.
Remove barriers to open communication.
Ask employees what’s important to them.
See Learning Goal 7: Show how managers put motivation theories into action through such strategies as job enrichment, open communication, and job recognition.
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23. * * RECOGNIZING GOOD WORK
Recognizing a Job Well Done *
LG7
Raises are not the only ways to recognize an employee’s performance. Recognition can also include:
Paid time off
Flexible scheduling
Work from home opportunities
Paid child or elder care
Stock options or profit sharing
Company awards
Company events or teams
See Learning Goal 7: Show how managers put motivation theories into action through such strategies as job enrichment, open communication, and job recognition.
Remember rewarding performance can come in different formats than money. What are other ways to recognize good performance?
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24. WORK WELL with OTHERS Keys for Productive Teamwork*
WORK WELL with OTHERS Keys for Productive Teamwork
Recognizing a Job Well Done *
LG7
Have a common understanding of your task.
Clarify roles and responsibilities.
Set rules.
Get to know each other.
Communicate openly and often.
See Learning Goal 7: Show how managers put motivation theories into action through such strategies as job enrichment, open communication, and job recognition.
High Performance Teams
This slide presents characteristics of high performance teams.
This list is compiled from the Wall Street Journal on high performance teams.
Ask the students in teams to explore these characteristics as they relate to teams they have been on. Which of these characteristics apply to their team and which are lacking? What modifications do they need to make to move towards being a high performance team?
Source: Wall Street Journal Research, September 2007.
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25. MOTIVATING ACROSS the GENERATIONS*
MOTIVATING ACROSS the GENERATIONS
Motivating Employees Across Generations *
LG8
Baby Boomers (1946 – 1964)
Experienced great economic prosperity, job security, optimism about their future
Generation X (1965 – 1980)
Raised in dual-career families, attended day care, feeling of insecurity about jobs
Generation Y or Millenials (1980 – 2000)
Raised by indulgent parents, used to many comforts like computers and cell phones
See Learning Goal 8: Show how managers personalize motivation strategies to appeal to employees across the global and across generations.
Managers must consider cultural differences, and they must also contend with employees in different age groups. To start a discussion ask students what issues they may encounter if they managed employees from Baby Boomers, Generation X, and Generation Y?
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26. GENERATION X in the WORKPLACE*
GENERATION X in the WORKPLACE
Motivating Employees Across Generations *
LG8
Desire economic security but focus more on career security more than job security.
Good motivators as managers due to emphasis on results rather than work hours.
Tend to be flexible and good at collaboration and consensus building.
Very effective at giving employee feedback and praise.
See Learning Goal 8: Show how managers personalize motivation strategies to appeal to employees across the global and across generations.
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27. GENERATION Y in the WORKPLACE*
GENERATION Y in the WORKPLACE
Motivating Employees Across Generations *
LG8
Tend to be impatient, skeptical, blunt and expressive.
Are tech-savvy and able to grasp new concepts.
Able to multi-task and are efficient.
Highlight a strong sense of commitment.
Place a high value on work-life balance.
Fun and stimulation are key job requirements.
See Learning Goal 8: Show how managers personalize motivation strategies to appeal to employees across the global and across generations.
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28. *
IN CONCLUSION
Progress Assessment *
Why is it so important to understand motivation in the workplace?
Why is it important to adjust motivational styles to individual employees?
Are there any general principles of motivation that today’s managers should follow?
What are several steps firms can take to increase internal communications and motivation? To increase communication managers can: Reward listening across the organization, train supervisors and managers to listen use effective questioning techniques, remove barriers to communication, avoid vague and ambiguous communication, make it easy to communicate, and ask employees what is important to them. Focusing on communication is important, but managers can also focus on job enrichment such as skill variety and task significance.
What problems may emerge when firms try to implement participative management? Participative management if implemented properly can be successful, but like everything in life, there are benefits and weaknesses to this type of management style. One problem with this approach is that it is difficult to implement and workers may spend more time formulating suggestions than actually solving the problem at hand.
Why is it important to adjust motivational styles to individual employees? Are there any general principles of motivation that today’s managers should follow? In today’s multicultural workplace managers cannot use one motivational formula for all employees. While they must adjust motivational styles, it is essential that managers give all employees the keys to do a good job: the tools, right information, and the right amount of cooperation. Motivating employees across cultures and generations can be simple if managers acknowledge a job well done.
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