1. Chapter 5 Foundations of Employee Motivation 1 © 2009 The McGraw-Hill Companies, Inc. All rights reserved

2. Great Little Box Company Through goal setting, plenty of appreciation and recognition, and fair pay, Vancouver-based Great Little Box Company Ltd. (GLBC) has a workforce that is both motivated and highly engaged. © 2009 The McGraw-Hill Companies, Inc. All rights reserved 2

3. Motivation Defined  The forces within a person that affect the direction, intensity, and persistence of voluntary behaviour  Exerting particular effort level (intensity), for a certain amount of time (persistence), toward a particular goal (direction). 3 © 2009 The McGraw-Hill Companies, Inc. All rights reserved

4. Employee Engagement Emotional and cognitive motivation, self-efficacy to perform the job, a clear understanding of one’s role in the organization’s vision and a belief that one has the resources to perform the job 4 © 2009 The McGraw-Hill Companies, Inc. All rights reserved

5. Drives and Needs  Drives (aka-primary needs, fundamental needs, innate motives) Neural states that energize individuals to correct deficiencies or maintain an internal equilibrium Prime movers of behaviour by activating emotions Self-concept, social norms, and past experience Drives (primary needs) Needs Decisions and Behaviour 5 © 2009 The McGraw-Hill Companies, Inc. All rights reserved

6. Drives and Needs  Needs Goal-directed forces that people experience. Drive-generated emotions directed toward goals Goals formed by self-concept, social norms, and experience Self-concept, social norms, and past experience Drives (primary needs) Needs Decisions and Behaviour 6 © 2009 The McGraw-Hill Companies, Inc. All rights reserved

7. Self- actual- ization Physiological Safety Belongingness Esteem Seven categories capture most needs Five categories placed in a hierarchy Need to know Need for beauty Maslow’s Needs Hierarchy Theory 7 © 2009 The McGraw-Hill Companies, Inc. All rights reserved

8. Maslow’s Needs Hierarchy Theory  Lowest unmet need has strongest effect  When lower need is satisfied, next higher need becomes the primary motivator  Self-actualization -- a growth need because people desire more rather than less of it when satisfied Self- actual- ization Physiological Safety Belongingness Esteem Need to know Need for beauty 8 © 2009 The McGraw-Hill Companies, Inc. All rights reserved

9. Evaluating Maslow’s Theory  Lack of support for theory  People have different hierarchies – don’t progress through needs in the same order  Needs change more rapidly than Maslow stated Self- actual- ization Physiological Safety Belongingness Esteem Need to know Need for beauty 9 © 2009 The McGraw-Hill Companies, Inc. All rights reserved

10. What Maslow Contributed to Motivation Theory  More holistic Integrative view of needs  More humanistic Influence of social dynamics, not just instinct  More positivistic Pay attention to strengths, not just deficiencies 10 © 2009 The McGraw-Hill Companies, Inc. All rights reserved

11. What’s Wrong with Needs Hierarchy Models?  Wrongly assume that everyone has the same needs hierarchy (i.e. universal)  Instead, likely that each person has a unique needs hierarchy Shaped by our self-concept -- values and social identity 11 © 2009 The McGraw-Hill Companies, Inc. All rights reserved

12. Learned Needs Theory  Needs are amplified or suppressed through self-concept, social norms, and past experience  Therefore, needs can be “learned” (i.e. strengthened or weakened through training) 12 © 2009 The McGraw-Hill Companies, Inc. All rights reserved

13. Three Learned Needs Need for achievement Need to reach goals, take responsibility Want reasonably challenging goals Need for affiliation Desire to seek approval, conform to others wishes, avoid conflict Effective executives have lower need for social approval Need for power Desire to control one’s environment Personalized versus socialized power 13 © 2009 The McGraw-Hill Companies, Inc. All rights reserved

14. Four-Drive Theory Drive to Bond Drive to Learn Drive to form relationships and social commitments Basis of social identity Drive to satisfy curiosity and resolve conflicting information Drive to Defend Need to protect ourselves Reactive (not proactive) drive Basis of fight or flight Drive to Acquire Drive to take/keep objects and experiences Basis of hierarchy and status 14 © 2009 The McGraw-Hill Companies, Inc. All rights reserved

15. Features of Four Drives Innate and hardwired everyone has them Independent of each other no hierarchy of drives Complete set no drives are excluded from the model 15 © 2009 The McGraw-Hill Companies, Inc. All rights reserved

16. How Four Drives Affect Motivation 1. Four drives determine which emotions are automatically tagged to incoming information 2. Drives generate independent and often competing emotions that demand our attention 3. Mental skill set relies on social norms, personal values, and experience to transform drive-based emotions into goal- directed choice and effort 16 © 2009 The McGraw-Hill Companies, Inc. All rights reserved

17. Four Drive Theory of Motivation Social norms, personal values, and experience transform drive-based emotions into goal-directed choice and effort Drive to Acquire Social norms Drive to Bond Drive to Learn Drive to Defend Personal values Past experience Mental skill set resolves competing drive demands Goal-directed choice and effort 17 © 2009 The McGraw-Hill Companies, Inc. All rights reserved

18. Implications of Four Drive Theory Provide a balanced opportunity for employees to fulfil all four drives employees continually seek fulfilment of drives avoid having conditions support one drive more than others 18 © 2009 The McGraw-Hill Companies, Inc. All rights reserved

19. E-to-P Expectancy P-to-O Expectancy Outcomes & Valences Outcome 1 + or - EffortPerformance Outcome 3 + or - Outcome 2 + or - Expectancy Theory of Motivation 19 © 2009 The McGraw-Hill Companies, Inc. All rights reserved

20. Increasing E-to-P and P-to-O Expectancies  Increasing E-to-P Expectancies Assuring employees they have competencies Person-job matching Provide role clarification and sufficient resources Behavioural modelling  Increasing P-to-O Expectancies Measure performance accurately More rewards for good performance Explain how rewards are linked to performance 20 © 2009 The McGraw-Hill Companies, Inc. All rights reserved

21. Increasing Outcome Valences  Ensure that rewards are valued  Individualize rewards  Minimize countervalent outcomes 21 © 2009 The McGraw-Hill Companies, Inc. All rights reserved

22. Goal Setting The process of motivating employees and clarifying their role perceptions by establishing performance objectives 22 © 2009 The McGraw-Hill Companies, Inc. All rights reserved

23. Effective Goal Setting © 2009 The McGraw-Hill Companies, Inc. All rights reserved 23 Specific Relevant Challenging Accepted (commitment) Participative (sometimes) Feedback

24. Feedback at Nova Chemicals When Nova Chemicals introduced computer technology that shows the plant’s operational capacity against actual performance, employees used the feedback to see which team could keep the plant’s operations as close as possible to the plant’s maximum capacity. 24 © 2009 The McGraw-Hill Companies, Inc. All rights reserved

25. Characteristics of Effective Feedback 1. Specific – connected to goal details 2. Relevant – Relates to person’s behaviour 3. Timely – to improve link from behaviour to outcomes 4. Sufficiently frequent Employee’s knowledge/experience task cycle 5. Credible – trustworthy source 25 © 2009 The McGraw-Hill Companies, Inc. All rights reserved

26. Multisource Feedback  Received from a full circle of people around the employee  Provides more complete and accurate information  Several challenges 26 © 2009 The McGraw-Hill Companies, Inc. All rights reserved

27. Evaluating Goal Setting and Feedback  Goal setting has high validity and usefulness  Goal setting/feedback limitations: Focuses employees on measurable performance Motivates employees to set easy goals (when tied to pay) Goal setting interferes with learning process in new, complex jobs 27 © 2009 The McGraw-Hill Companies, Inc. All rights reserved

28. Organizational Justice Distributive justice Perceived fairness in outcomes we receive relative to our contributions and the outcomes and contributions of others Procedural justice Perceived fairness of the procedures used to decide the distribution of resources © 2009 The McGraw-Hill Companies, Inc. All rights reserved 28

29. Elements of Equity Theory Outcome/input ratio inputs -- what employee contributes (e.g., skill) outcomes -- what employee receives (e.g., pay) Comparison other person/people against whom we compare our ratio not easily identifiable Equity evaluation compare outcome/input ratio with the comparison other 29 © 2009 The McGraw-Hill Companies, Inc. All rights reserved

30. Correcting Inequity Feelings Reduce our inputsLess organizational citizenship Increase our outcomesAsk for pay increase Increase other’s inputsAsk coworker to work harder Reduce other’s outputs Ask boss to stop giving other preferred treatment Change our perceptions Start thinking that other’s perks aren’t really so valuable Change comparison other Compare self to someone closer to your situation Leave the fieldQuit job Actions to correct inequityExample 30 © 2009 The McGraw-Hill Companies, Inc. All rights reserved

31. Equity Sensitivity  Outcome/input preferences and reaction to various outcome/input ratios  Benevolents tolerant of being underrewarded  Equity Sensitives want ratio to be equal to the comparison other  Entitleds prefer proportionately more than others 31 © 2009 The McGraw-Hill Companies, Inc. All rights reserved

32. Evaluating Equity Theory  Good at predicting situations unfair distribution of pay/rewards  Difficult to put into practice doesn’t identify comparison other doesn’t indicate relevant inputs or outcomes  Equity theory explains only some feelings of fairness procedural justice is as important as distributive justice 32 © 2009 The McGraw-Hill Companies, Inc. All rights reserved

33. Procedural Justice  Perceived fairness of procedures used to decide the distribution of resources  Higher procedural fairness with: Voice Unbiased decision maker Decision based on all information Existing policies consistently Decision maker listened to all sides Those who complain are treated respectfully Those who complain are given full explanation 33 © 2009 The McGraw-Hill Companies, Inc. All rights reserved

34. Chapter 5 Foundations of Employee Motivation 34 © 2009 The McGraw-Hill Companies, Inc. All rights reserved