1. Chapter 16
Motivating Employees

2. The Concept of Motivation
Motivation - the arousal, direction, and persistence of behavior
Forces either intrinsic or extrinsic to a person that arouse enthusiasm and persistence
Employee motivation affects productivity
A manager’s job is to channel motivation toward the accomplishment of goals
To find the right combination of motivational techniques & rewards
Motivation refers to the forces either within or external to a person that arouse enthusiasm and persistence to pursue a certain course of action. Employee motivation affects productivity, and part of a manager’s job is to channel motivation toward accomplishment of organizational goals. The study of motivation helps understand what prompts people to initiate action, what influences their choice of action, and why they persist in that action over time.
People have basic needs such as for food, achievement, or money. Needs motivate specific behavior designed to fulfill those needs. Feedback tells people whether they were successful in fulfilling their needs. If so, they feel rewarded by their success.
Intrinsic rewards are the satisfactions a person receives in the process of performing a particular action. Extrinsic rewards are given by another person, typically a manager, and include promotions, pay increases, and other things employees value such as extra time off.
The importance of motivation is that it can lead to behaviors that reflect high performance within organizations. Managers have to find the right combination of motivational techniques and rewards to keep workers satisfied and productive in a variety of organizational situations.

3. 16.1 A Simple Model of Motivation
People have basic needs such as for food, achievement, or money. Needs motivate specific behavior designed to fulfill those needs. Feedback tells people whether they were successful in fulfilling their needs. If so, they feel rewarded by their success.

4. Content Perspectives on Motivation
If managers understand employees’ needs, they can design appropriate reward systems
Needs motivate people
Needs translate into an internal drive that motivates behavior
People have a variety of needs
CONTENT PERSPECTIVES ON MOTIVATION Exhibit 16.2
Content theories emphasize the needs that motivate people; people have basic needs such as food, achievement, or monetary reward. These needs translate into an internal drive that motivates specific behaviors in an attempt to satisfy the needs. To the extent that managers understand employees’ needs, they can design reward systems that meet them direct employees’ energies and priorities toward attaining organizational goals.

5. 16.2 Maslow’s Hierarchy of Needs
The Hierarchy of Needs
Abraham Maslow’s hierarchy of needs theory proposes that humans are motivated by multiple needs, existing in a hierarchical order.
Physiological needs. The most basic human physical needs including food, water, and oxygen. In the organizational setting, these needs include adequate heat, air, and base salary to ensure survival.
Safety needs. These are the needs for a safe and secure physical and emotional environment and free from threats of violence. In an organizational workplace, safety needs are for safe jobs, fringe benefits, and job security.
Belongingness needs. These needs are the desire to be accepted by one’s peers, have friends, be part of a group, and be loved. On the job, this translates into a desire for good relationships with co‑workers, participation in a work group, and a positive relationship with supervisors.
Esteem needs. Esteem needs relate to the desire for a positive self‑image and the need to receive attention, recognition, and appreciation from others. These needs are reflected in organizations as a desire for recognition, increased responsibility, high status, and credit for contributions to the organization.
Self-actualization needs. This is the highest need category and represents the need for self‑fulfillment—developing one’s full potential, increasing one’s competence, and becoming a better person. These needs can be met in an organizational setting by providing opportunities to grow, encouraging creativity, and providing training for challenging assignments and advancement.
The lower‑order needs take priority in that they must be satisfied before higher‑order needs are activated. The needs are satisfied in sequence; once a need is satisfied, it declines in importance and the next higher need is activated. If a lower-level need ceases to be satisfied, however, it will re-emerge and take precedence over higher order needs until it is once again satisfied.

6. ERG Theory by Clayton Alderfer
Existence needs - the needs for physical well-being
Relatedness needs - the needs for satisfactory relationships with others
Growth needs - the needs that focus on the development of human potential and the desire for personal growth
frustration–regression principle: failure to meet a high-order need may cause a regression to an already satisfied lower-order need
ERG theory was developed by Clayton Alderfer and is a modification of Maslow’s theory in an effort to simplify it and respond to criticisms of its lack of empirical verification. ERG theory identified three categories of needs.
Existence needs. These are the needs for physical well‑being.
Relatedness needs. These pertain to the need for satisfactory relationships with others.
Growth needs. These focus on the development of human potential and the desire for personal growth and increased competence.
The ERG model and Maslow’s need hierarchy are similar as both are hierarchical and presume individuals move up the hierarchy one need at a time. The Model contains a frustration‑regression principle, suggesting that failure to meet a higher‑order need may trigger regression to an already fulfilled lower‑order need. For example, a worker who cannot fulfill a need for personal growth may revert to a lower‑order social need and redirect his or her efforts toward making a lot of money. The ERG model suggests that individuals may move down as well as up the hierarchy depending on their ability to satisfy needs.
Many companies find that creating a humane work environment that allows people to achieve a balance between work and personal life is a great high-level motivator. Making work fun plays a role in creating this balance as well. Having fun at work relieves stress and enables people to feel more “whole.”

7. 16.3 The Motivational Benefits of Job Flexibility

8. 16.4 Herzberg’s Two-Factor Theory
A Two‑Factor Approach to Motivation Exhibit 16.3, Exhibit 16.4
Frederick Herzberg asserted that work characteristics associated with dissatisfaction were different from those pertaining to satisfaction. This prompted the idea that two different factors influenced work motivation and an employee’s behavior at work, leading to his development of the two-factor theory.
Hygiene factors relate to lower-order needs and include things such as working conditions, pay and security, company policies, supervisors, and interpersonal relationships. When hygiene factors are poor, work is dissatisfying. Good hygiene factors remove the dissatisfaction, but they do not cause satisfaction or motivation. Instead, employees are neutral toward work.
Motivators relate to higher-order needs and include things such as achievement, recognition, responsibility, the work itself, and the opportunity for personal growth. When motivating factors are present, workers are highly motivated and satisfied. The absence of motivating factors removes satisfaction, but does not cause dissatisfaction. Instead, employees are neutral toward work.
The manager’s role is to provide hygiene factors to meet basic needs and use motivators to meet higher‑level needs to propel employees toward achievement and satisfaction.
DQ – What is a manager’s role from the Herzberg Model perspective?

9. McClelland’s Acquired Needs Theory
Certain types of needs are acquired or learned during an individual’s lifetime. People are not born with these needs, but may learn them through life experiences
Need for achievement
Need for affiliation
Need for power
Acquired Needs
David McClelland developed acquired needs theory, which proposes that certain types of needs are acquired or learned during an individual’s lifetime. People are not born with these needs, but may learn them through life experiences. McClelland addressed three categories of needs.
Need for achievement — the desire to accomplish something difficult, attain success, master complex tasks, and surpass others.
Need for affiliation — the desire to form close personal relationships, avoid conflict, and establish warm friendships.
Need for power — the desire to influence or control others, be responsible for others, and have authority over others.

10. Process Perspectives on Motivation
To explain how employees select behaviors with which to meet their needs and determine if their choices were successful
Goal Setting Theory
Equity Theory
Expectancy Theory
PROCESS PERSPECTIVES ON MOTIVATION
Process theories explain how employees select behaviors with which to meet their needs and determine if their choices were successful. The basic process theories are goal setting, equity theory and expectancy theory.
Copyright ©2012 by South-Western, a division of Cengage Learning. All rights reserved.

11. Process Theories – Goal Setting Theory
Increase motivation by setting goals - Specific, challenging goals increase motivation and performance when the goals are accepted by subordinates who receive feedback to indicate progress toward goal achievement
Key components of the Goal Setting Theory:
Goal specificity
Goal difficulty
Goal acceptance
Feedback
Goal Setting
Goal-setting theory proposes that specific, challenging goals increase motivation and performance when the goals are accepted by subordinates who receive feedback to indicate progress toward goal achievement. Goal-setting theory includes four key components.
Goal specificity—the degree to which goals are concrete ad unambiguous.
Goal difficulty—the notion that hard goals are more motivating than easy ones.
Goal acceptance—employees must “buy into” the goals and be committed to them.
Feedback—people get information about how well they are doing in progressing toward goal achievement.
Goal setting increases motivation because it enables people to focus their energies in the right direction. People know what to work toward, so they can direct their efforts toward the most important activities to accomplish the goals. Goals energize behavior because people feel compelled to develop plans and strategies to accomplish the objectives.

12. Process Theories – Equity Theory by J. Stacy Adams
Individual perceptions of fairness – how fairly treated relative to others
Perceived inequity can be reduced by:
Changing work effort
Changing outcomes
Changing perception
Leaving the job
Inequity occurs when the input-to-outcome ratios are out of balance
Equity Theory
Equity theory, developed by J. Stacy Adams, focuses on individuals’ perceptions of how fairly they are treated relative to others. People evaluate equity by a ratio of inputs to outcomes. Inputs to a job include such things as education, experience, effort, and ability. Outcomes from a job include such things as pay, recognition, benefits, and promotions.
The ratio may be compared with another person in the work group or to a perceived group average. If people perceive that their input-to-outcome ratio is equal to that of those to whom they compare themselves, they believe their treatment is fair and equitable. Equity exists when the ratio of one person equals the ratio of another person. Inequity exists when ratios are not equal.
The most common methods for reducing a perceived inequity are to:
change work effort, such as by decreasing the level of effort or increasing absenteeism;
change outcomes, such as by obtaining a salary increase or other additional benefits or perks;
change perceptions, such as by artificially increasing the status attached to one’s job; or
leave the job if equity cannot be restored through any of the previous methods.
The implication for managers is that employees evaluate the perceived equity of their rewards compared to others. An increase in salary or promotion will not motivate if it is perceived as inequitable relative to other employees. Smart managers try to keep employees’ feelings of equity in balance to keep their workforce motivated.

13. Process Theories – Expectancy Theory by Victor Vroom
Motivation depends on individuals’ expectations about their ability to perform tasks and receive desired rewards
E – P: putting effort into a given task will lead to high performance
P – O: successful performance of a task will lead to the desired outcome
Valence – the value or attraction an individual has for an outcome
Expectancy theory, associated with Victor Vroom, suggests that motivation depends on individuals’ expectations about their ability to perform tasks and receive desired rewards. It focuses on the thinking process individuals use to obtain rewards. Expectancy theory is based on the individual’s effort, performance, and the desirability of outcomes associated with that performance.
E  P expectancy involves determining whether putting effort into a task will lead to high performance. The individual must have the ability, previous experience, and necessary resources and opportunity to perform.
P  O expectancy involves determining whether successful performance will lead to the desired outcome. It is the belief that high performance will lead to a desired reward.
Valence is the value of outcomes, or attraction to outcomes, for the individual. If an employee does not value the outcomes available from high effort and good performance, motivation will be low. If outcomes have a high value, motivation will be higher. Expectancy theory attempts to establish that needs and rewards exist and may be different for every individual.
Managers’ responsibility is to help subordinates meet their needs and at the same time attain organizational goals. Managers try to find a match between a subordinate’s skills and abilities, job demands, and available rewards. Companies use expectancy theory principles by designing incentive systems that identify organizational outcomes and give everyone a chance for rewards. The trick in designing a system that fits with employees’ abilities and needs.

14. 16.5 Major Elements of Expectancy Theory
E  P expectancy involves determining whether putting effort into a task will lead to high performance. The individual must have the ability, previous experience, and necessary resources and opportunity to perform.
P  O expectancy involves determining whether successful performance will lead to the desired outcome. It is the belief that high performance will lead to a desired reward.
Valence is the value of outcomes, or attraction to outcomes, for the individual. If an employee does not value the outcomes available from high effort and good performance, motivation will be low. If outcomes have a high value, motivation will be higher. Expectancy theory attempts to establish that needs and rewards exist and may be different for every individual.
Managers’ responsibility is to help subordinates meet their needs and at the same time attain organizational goals. Managers try to find a match between a subordinate’s skills and abilities, job demands, and available rewards. Companies use expectancy theory principles by designing incentive systems that identify organizational outcomes and give everyone a chance for rewards. The trick is designing a system that fits with employees’ abilities and needs.

15. Reinforcement Perspective on Motivation
Behavior Modification
Reinforcement theory techniques used to modify behavior
Reinforcement
An act that causes a behavior to be repeated or inhibited
Law of Effect
Positively reinforced behavior tends to be repeated and unreinforced behavior inhibited
Positive Reinforcement
Pleasant and rewarding consequences following a desired behavior
REINFORCEMENT PERSPECTIVE ON MOTIVATION Exhibit 16.6
Reinforcement theory looks at the relationship between behavior and its consequences. The focus is on changing or modifying the employees’ on‑the‑job behavior through the appropriate use of immediate rewards and punishments.
Reinforcement Tools
Behavior modification is the technique by which reinforcement theory is used to modify behavior. The basic assumption underlying behavior modification is the law of effect, which states that behavior that is positively reinforced tends to be repeated, and behavior that is not reinforced tends not to be repeated. Reinforcement is defined as anything that causes a certain behavior to be repeated or inhibited. There are four common reinforcement tools.
Positive reinforcement is the application of a pleasant and rewarding consequence following a desired behavior. Praise for a job well done increases the likelihood the excellent work behavior will occur again. Studies show that positive reinforcement improves performance.
Avoidance learning is the removal of an unpleasant consequence following a desired behavior, sometimes called negative reinforcement. Employees learn to do the right thing by avoiding unpleasant situations. An example would be when a supervisor stops criticizing an employee once the incorrect behavior has stopped.
Punishment is the application of unpleasant consequences following undesirable behavior. The use of punishment in organizations is controversial because it fails to indicate the correct behavior. Almost all managers find the need to impose punishment occasionally, from reprimands to employee suspensions or firings.
Extinction is the withdrawal of a positive reward following undesirable behavior. Extinction involves withholding pay raises, praise, and other positive outcomes with the idea in mind that behaviors that are not positively reinforced will be less likely to occur in the future.

16. 16.6 Changing Behavior with Reinforcement

17. Social Learning Theory
Individual’s motivation can result from thoughts, beliefs, and observations
Vicarious learning – observational learning from seeing others’ behaviors and rewards
Self-reinforcement – motivating yourself by reaching goals and providing positive reinforcement for yourself
Self-efficacy – belief about your own ability to accomplish tasks
SOCIAL LEARNING THEORY
Social learning theory is related to the reinforcement perspective, but it proposes that an individual’s motivation can result not just from direct experience of rewards and punishments, but also from the person’s thoughts and beliefs and his or her observations of other people’s behavior.
Vicarious learning, or observational learning, occurs when an individual sees others perform certain behaviors and get rewarded for them.
Self-reinforcement, or self-control, refers to an individual motivating him or herself by setting goals and ways of reaching them and then providing positive reinforcement to him or herself when goals are achieved.
Self-efficacy is an individual’s belief about his or her ability to successfully accomplish a specific task or outcome. Managers increase self-efficacy by ensuring that people have the training, skills, and resources they need to perform well and by expressing confidence and trust in employees’ abilities.
Copyright ©2012 by South-Western, a division of Cengage Learning. All rights reserved.

18. Job Design for Motivation
Job Simplification
Job Rotation
Job Enlargement
Job Enrichment
JOB DESIGN FOR MOTIVATION
A job in an organization is a unit of work that a single employee is responsible for performing. Jobs are important because performance of their components may provide rewards that meet employees’ needs. Job design is the application of motivational theories to the structure of work for improving productivity and satisfaction. The following are approaches to job design.
Job Enrichment
Job rotation systematically moves employees from one job to another, increasing the number of different tasks an employee performs. Job enlargement combines a series of tasks into one new, broader job. The primary trend is toward job enrichment, which incorporates high‑level motivators into the work including job responsibility, recognition, and opportunities for growth, learning, and achievement. Employees have control over the resources necessary for the job, make decisions on how to do the work, experience personal growth, and set their own work pace. Job enrichment increases employees’ motivation and job satisfaction.
Job Characteristics Model Exhibit 16.7
Hackman and Oldham’s research concerns work redesign, defined as altering jobs to increase both the quality of employees’ work experience and their productivity. The job characteristics model comprises core job dimensions, critical psychological states, and employee growth-need strength.
Core job dimensions. The more a job contains these core characteristics, the higher the motivation, quality of performance, and satisfaction will be. A job’s motivational potential includes:
Skill variety. The number of diverse activities that compose a job and the number of skills used to perform it.
Task identity. The degree to which an employee performs a total job with a recognizable beginning and ending.
Task significance. The degree to which a job is perceived as important and having an impact on the company or customers.
Autonomy. The degree to which the worker has freedom, discretion, and self‑determination in planning and carrying out tasks.
Feedback. The extent to which doing the job provides information to the employee about his/her performance.
Critical psychological states. This model states that core job dimensions are more rewarding when individuals experience three psychological states in response to job design.
Meaningfulness of work. The work itself is satisfying and provides intrinsic rewards
Responsibility. Autonomy influences the experience of responsibility
Knowledge of actual results. Feedback provides information about results. Employees know how they are performing and can change work performance to increase desired outcomes.
Personal and work outcomes. The impact of the five job characteristics on the psychological states of experienced meaningfulness, responsibility, and knowledge of actual results leads to the personal and work outcomes of high work motivation, high work performance, high satisfaction, and low absenteeism and turnover.
Employee growth‑need strength. Employee growth-need strength is the final component of the model. It means that people have different needs for growth and development. If a person wants to satisfy low-level needs, such as safety and belongingness, the job characteristics model has less effect. When a person has a high need for growth and development and the desire for personal challenge, achievement, and challenging work, the model is effective.
There are cross-cultural differences in the impact of job characteristics. Intrinsic factors such as autonomy and challenge are motivators in the U.S; however, they may contribute little to motivation and satisfaction in a country such as Nigeria, and might even lead to demotivation. The link between intrinsic characteristics and job motivation and satisfaction is weaker in economically disadvantaged countries with poor governmental social welfare systems and high power distance.

19. 16.7 The Job Characteristics Model

20. Skill variety Task identity Task significance Autonomy Feedback
Core Job Dimensions
Dimensions that determine a job’s motivational potential:
Skill variety
Task identity
Task significance
Autonomy
Feedback
Based on:
Critical Psychological States
Personal and Work Outcomes
Employee Growth- Need Strength

21. Innovative Ideas for Motivating
Organizations are using various types of incentive compensation to motivate employees to higher levels of performance
Variable compensation is a key motivational tool
Incentive plans can backfire
They should be combined with motivational ideas and intrinsic rewards
Incentives should reward the desired behavior
INNOVATIVE IDEAS FOR MOTIVATING Exhibit 16.8
Organizations are increasingly using various types of incentive compensation as a way to motivate employees to higher levels of performance. Variable compensation and forms of “at risk” pay are key motivational tools and are becoming more common than fixed salaries at many companies. The programs can be effective if they are used appropriately and combined with motivational ideas that also provide intrinsic rewards and meet higher level needs.
Many organizations give employees a voice in how pay and incentive systems are designed, which increases motivation by increasing employees’ involvement. Motivational programs that have the greatest impact typically involve much more than money. Two recent motivational trends are empowering employees and framing work to have greater meaning.

22. 16.8 New Motivational Compensation Programs

23. Empowering People to Meet Higher Needs
Employees receive information about company performance
Employees have knowledge and skills to contribute to company goals
Employees have the power to make substance decisions
Employees are rewarded based on company performance
Empowering People to Meet Higher Needs
Empowerment is power sharing, the delegation of power or authority to subordinates in an organization. Increasing employee power heightens motivation for task accomplishment because people improve their own effectiveness, choosing how to do a task using their creativity. Empowering employees means giving them four elements that enable them to act more freely to accomplish their jobs: information, knowledge, power, and rewards.
Employees receive information about company performance. In companies where employees are fully empowered, all employees have access to all financial and operational information.
Employees have knowledge and skills to contribute to company goals. Companies use training programs to help employees acquire the knowledge and skills they need to contribute to organizational performance.
Employees have the power to make substantive decisions. Workers have the authority to directly influence work procedures and organizational performance, often through quality circles or self-directed work teams.
Employees are rewarded based on company performance. Organizations that empower workers often reward them based on the results shown in the company’s bottom line.
Empowerment can mean encouraging workers’ ideas while managers retain authority, or it can mean employees have the freedom and power to make decisions and exercise initiative. Current methods fall along a continuum from no discretion for workers to full empowerment where workers participate in formulating strategy.

24. 16.9 A Continuum of Empowerment

25. Giving Meaning to Work through Engagement
Instill a sense of support and meaning
Help employees obtain intrinsic reward
Focus on learning, contribution, and growth
Giving Meaning to Work through Engagement Exhibit 16.9
Another way to meet higher-level motivational needs and help people get intrinsic rewards is to instill a sense of importance and meaningfulness. For example, people who work for a social cause or mission are often more highly motivated. Employee engagement means that people enjoy their jobs and are satisfied with their work conditions, contribute enthusiastically to meeting team and organizational goals, and feel a sense of belonging and commitment to the organization.
Smart managers see that having engaged, motivated employees has less to do with extrinsic rewards than with fostering an environment in which people can flourish. The behavior of managers is what makes the biggest difference in employee motivation and whether employees flourish at work. The manager’s role is to organize the workplace in such a way that each person can learn, contribute, and grow.
People experience a sense of meaningfulness when they believe they are working toward something of importance and have a chance to accomplish something that provides real value to the world.
Engaged employees feel connected to the company, to one another, and to their managers.
To be fully advanced, people need not only to feel that they are competent to handle what is asked of them, but also that they have the chance to learn, grow, and advance.

26. Discussion Questions Define motivation.
Explain the difference between intrinsic and extrinsic rewards.
 Identify and describe content theories of motivation based on employee needs.
 Identify and explain process theories of motivation.
 Describe the reinforcement perspective.
Describe how the reinforcement perspective can be used to motivate employees.
 Explain social learning theory.
Explain vicarious learning.
Explain self-reinforcement.
Explain self-efficacy.
 Discuss major approaches to job design and how job design influences motivation.
 Explain how empowerment heightens employee motivation.
Identify three elements of employee engagement and describe some ways managers can create a work environment that promotes engagement.
Define motivation and explain the difference between intrinsic and extrinsic rewards.
Motivation generally is defined as the arousal, direction, and persistence of behavior. The study of motivation concerns is what prompts people to initiate action, what influences their choice of action, and why they persist in doing it over time. To the extent behavior is successful, the person is rewarded in the sense that the need is satisfied.
Intrinsic rewards are the satisfactions a person receives in the process of performing a particular action. Extrinsic rewards are given by another person, typically a manager, and include promotions, pay increases, and other things employees value such as extra time off.
Identify and describe content theories of motivation based on employee needs.
Content theories of motivation emphasize the needs that motivate people. These needs translate into an internal drive that motivates an individual’s specific behaviors in an attempt to fulfill the needs. The organization’s reward system can be designed to meet and reinforce employees in directing energies and priorities toward attainment of organizational goals. Maslow’s hierarchy of needs theory proposes that humans are motivated by multiple needs and these needs exist in a hierarchical order. Once a need is satisfied, it declines in importance and the next higher need is activated, which is then satisfied, and the process continues up the hierarchy. Alderfer proposed the ERG theory, which identified three categories of needs: existence needs, which are the needs for physical well‑being; relatedness needs, which pertain to the need for satisfactory relationships with others; and growth needs, which focus on the development of human potential and the desire for increased competence. Herzberg developed the two‑factor theory of motivation. He suggested that the work characteristics associated with dissatisfaction were different from those pertaining to satisfaction. McClelland developed the acquired needs theory, which proposes that needs are acquired. People are not born with these needs but may learn them through life experiences. The three needs most frequently studied are the need for achievement, the need for affiliation, and the need for power.
Identify and explain process theories of motivation.
Process theories of motivation explain how workers select behavioral actions to meet their needs and determine whether their choices were successful. The two basic process theories are equity theory and expectancy theory. Equity theory focuses on individuals’ perceptions of how fairly they are treated compared with others. Expectancy theory suggests that motivation depends on individuals’ expectations about their ability to perform tasks and receive desired rewards. This theory is based on the relationship among the individual’s effort, the individual’s performance, and the desirability of outcomes associated with high performance.
Describe the reinforcement perspective and how it can be used to motivate employees.
Reinforcement theory looks at the relationship between behavior and its consequences. It focuses on changing or modifying the employees’ on‑the‑job behavior through the appropriate use of immediate rewards and punishments. Behavior modification involves techniques by which reinforcement theory is used to modify human behavior. Reinforcement is defined as anything that causes a certain behavior to be repeated or inhibited.
Explain social learning theory, including the concepts of vicarious learning, self-reinforcement, and self-efficacy.
Social learning theory is related to the reinforcement perspective, but it proposes that an individual’s motivation can result not just from direct experience of rewards and punishments, but also from the person’s thoughts and beliefs and his or her observations of other people’s behavior.
Vicarious learning, or observational learning, occurs when an individual sees others perform certain behaviors and get rewarded for them.
Self-reinforcement, or self-control, refers to an individual motivating him or herself by setting goals and ways of reaching them and then providing positive reinforcement to him or herself when goals are achieved.
Self-efficacy is an individual’s belief about his or her ability to successfully accomplish a specific task or outcome. Managers increase self-efficacy by ensuring that people have the training, skills, and resources they need to perform well and by expressing confidence and trust in employees’ abilities.
Discuss major approaches to job design and how job design influences motivation.
A job in an organization is a unit of work that a single employee is responsible for performing. Job design is the application of motivational theories to the structure of work for improving productivity and satisfaction. Job simplification pursues task efficiency by reducing the number of tasks one person must do. Job rotation systematically moves employees from one job to another, thereby increasing the number of different tasks an employee performs without increasing the complexity of any one job. Job enlargement combines a series of tasks into one new, broader job. Job enrichment incorporates high‑level motivators into the work including job responsibility, recognition, and opportunities for growth, learning, and achievement.
Explain how empowerment heightens employee motivation.
Organizations have adopted new programs that apply motivational theory to improve employees’ satisfaction and performance. The newest trend in motivation is empowerment, the delegation of power and authority to subordinates in an organization. Increasing employee power heightens motivation for task accomplishment because people improve their own effectiveness, choosing how to do a task and using their creativity. Empowering employees means giving them four elements that enable them to act more freely to accomplish their jobs: information, knowledge, power, and rewards.
Identify three elements of employee engagement and describe some ways managers can create a work environment that promotes engagement.
People experience a sense of meaningfulness when they believe they are working toward something of importance and have a chance to accomplish something that provides real value to the world. Engaged employees feel connected to the company, to one another, and to their managers. To be fully advanced, people need not only to feel that they are competent to handle what is asked of them, but also that they have the chance to learn, grow, and advance.
Another way to meet higher-level motivational needs and help people get intrinsic rewards is to instill a sense of importance and meaningfulness. For example, people who work for a social cause or mission are often more highly motivated. Employee engagement means that people enjoy their jobs and are satisfied with their work conditions, contribute enthusiastically to meeting team and organizational goals, and feel a sense of belonging and commitment to the organization.
Smart managers see that having engaged, motivated employees has less to do with extrinsic rewards than with fostering an environment in which people can flourish. The behavior of managers is what makes the biggest difference in employee motivation and whether employees flourish at work. The manager’s role is to organize the workplace in such a way that each person can learn, contribute, and grow.

27. Discussion Questions (in progress)
What is the manager’s role from the Herzberg Model perspective?
 The manager’s role is to provide hygiene factors to meet basic needs and use motivators to meet higher‑level needs to propel employees toward achievement and satisfaction.
What is the manager’s role from the Herzberg Model perspective?