CH-7 Motivation – Supervisory Management: The Art of Inspiring, Empowering and Developing People : Chapter Notes

CHAPTER 7 Motivation   Sharon Olds: Motivator This preview focuses on Sharon Olds, a supervisor at AutoFin. She considered AutoFin a solid organization to work for. However, management was focused on bottom line management, concerned less with employees and their motivation. Sharon feels that her job is to not only be concerned with her department’s numbers, but also with motivating employees to feel good about themselves. The preview lists eight actions Sharon has taken to motivate her workers. I. Motivation: Some Fundamentals of Understanding Human Behavior • Motivation comes from within. ○ It is the result of a person’s individual perceptions, needs, and goals. ○ Motivation is defined as the willingness of individuals and groups, as influenced by various needs and perceptions, to strive toward a goal. • The quest for high quality and quantity of work, safety, cost effectiveness, compliance with company policies and procedures, and punctuality are important issues supervisors face each day. • Few social scientists would deny people often act emotionally, but many would dispute most people behave irrationally and unpredictably. ○ They would argue if more people understood the why of human behavior, other people’s behavior would seem more rational and predictable. A. Levels of Motivation • One level of motivation is the direction in which the individual behaves. • A second motivation level relates to how hard the individual works to perform the behavior(s). ○ An employee may be aware of the need for the behavior, but how much energy and effort does he or she exert to perform it properly. ○ For many supervisors, it is this second motivational level—getting employees to put effort into what they do—that provides the biggest challenge. • The third and final motivational level reflects an employee’s persistence. B. Intrinsic and Extrinsic Motivation • Intrinsic motivation is a behavior that an individual produces because of the pleasant experiences associated with the behavior itself. ○ Employees who are intrinsically motivated feel satisfaction in performing their work. • Extrinsic motivation is performed not for its own sake, but rather for the consequences associated with it. ○ The consequences can include such factors as the pay, benefits, job security, or working conditions. C. The Motivation-Performance Link • Many supervisors mistakenly assume performance is directly related to an employee’s level of motivation. ○ Initially, one might conclude the more highly motivated an employee is, the higher that employee’s performance will be. ○ Unquestionably, direction of behavior, level of effort, and persistence affect an employee’s performance. • It is possible an employee with low motivation may indeed outperform a more highly motivated but less-skilled employee. ○ New employees in particular often have strong motivation, but their performance will not be as good as that of more experienced personnel. ○ Also, an employee’s performance depends largely on “organizational support.” II. Maslow’s Hierarchy of Needs Theory • One theory particularly significant and practical was developed by Abraham H. Maslow, and is known as the hierarchy of needs. ○ The key conclusion drawn from Maslow’s theory is that people try to satisfy different needs through work. A. Principles Underlying the Theory • The two principles underlying Maslow’s hierarchy of needs theory are: ○ People’s needs can be arranged in a hierarchy, or ranking of importance. ○ Once a need has been satisfied, it no longer serves as a primary motivator of behavior. 1. Physiological or Biological Needs • At the lowest level, but of primary importance when they are not met are physiological or biological needs—the need for food, water, air, and other physical necessities. 2. Safety or Security Needs • When physiological needs have been reasonably well satisfied, safety or security needs become important—the need to be protected from danger, threat, or deprivation. 3. Social or Belonging Needs • Social or belonging needs include the need for belonging, association, acceptance by colleagues, friendship, and love. ○ Although most supervisors know these needs exist, many assume—wrongly—they represent a threat to the organization. • When employees’ social needs as well as their safety needs are not met, they may behave in ways that tend to defeat organizational objectives by becoming resistant, antagonistic, and uncooperative. 4. Ego or Esteem Needs • Above the social needs are the ego or esteem needs. These needs are of two types: ○ Those relating to one’s self-esteem, such as the need for self-confidence, independence, achievement, competence, and knowledge. ○ Those relating to one’s reputation, such as the need for status, recognition, appreciation, and respect from one’s colleagues. • Unlike the lower-level needs, ego needs are rarely fully satisfied, because once they become important, people always seek more satisfaction of such needs. 5. Self-Fulfillment or Self-Actualization Needs • At the top of Maslow’s hierarchy are the self-fulfillment or self-actualization needs. ○ These needs lead one to seek realization of one’s own potential, to develop oneself, and to be creative. • It seems clear the quality of work life in most organizations provides only limited opportunities to achieve self-fulfillment/actualization needs, especially at lower organizational levels. ○ When higher-level needs are not satisfied, employees compensate by trying to further satisfy lower-level needs. B. Qualifying the Theory • Maslow’s theory is a relative rather than an absolute explanation of human behavior. • Following are the four important qualifiers to Maslow’s theory: ○ The needs hierarchy is based on U.S. cultural values. Though the five needs are universal, the sequence of the hierarchy may differ, depending on the culture. ○ The priorities of some individuals may differ. ○ Needs on one level of the hierarchy do not have to be completely satisfied before needs on the next level become important. ○ Unlike lower levels, the two highest levels of needs can rarely be fully satisfied. III. Herzberg’s Theory • In the 1960s, a researcher named Frederick Herzberg conducted in-depth interviews. ○ Those interviewed were asked to recall an event or series of related events that made them feel unusually good and unusually bad about their work and how much the event(s) affected their performance and morale. • Prior to Herzberg’s study, a common assumption was factors such as money, job security, and working conditions were all strong positive motivators. ○ Herzberg’s findings disproved this assumption and helped us better differentiate among various motivational factors. A. Dissatisfiers and Motivators • Dissatisfier or hygiene factors are factors employees said most affected them negatively or dissatisfied them about their job, including low pay, low benefits, unfavorable working conditions, poor job security, and poor company policy/administration. • Satisfier or motivator factors are factors that employees said turned them on about their job, such as recognition, advancement, achievement, challenging work, and being one’s own boss • A survey of 372 managers reinforced Herzberg’s theory, because 76 percent said personal achievement and job enjoyment motivated them most, in contrast to only 30 percent who cited financial rewards. • The satisfier/motivator factors are found at the highest levels of Maslow’s hierarchy, whereas the dissatisfier/ hygiene factors are at the lower-levels. • The dissatisfier factors are what people take for granted about their jobs, so their presence is not particularly stimulating. • Supervisors often have greater ability to influence motivator factors such as recognition, assigning challenging jobs, and empowering employees than they do hygiene factors of pay, benefits, working conditions, job security, and company policy. B. Link to Intrinsic and Extrinsic Motivation • Factors associated with positive motivation are intrinsic to the job, whereas those causing job dissatisfaction are extrinsic to it. • The crux of Herzberg’s theory is satisfiers and dissatisfiers are each important in their own way. ○ Dissatisfier factors, such as good pay, benefits, and working conditions, must first be addressed by management as a motivational base to prevent employee dissatisfaction. ○ Once dissatisfaction is removed, management gets more “bang for its motivational effort” by focusing on increasing employees’ opportunities for responsibility, recognition, advancement, and challenge in their jobs. C. Qualifying Herzberg’s Theory • Following are some important qualifications to Herzberg’s theory: ○ Money can be a motivating factor, especially when it is tied to recognition and achievement. ○ For some people, especially professionals, the absence of motivating factors such as recognition, advancement, and challenge can constitute dissatisfaction. ○ Critics contend a built-in bias of Herzberg’s findings is when asked about something positive on the job, a person is biased toward mentioning something in which his or her behavior is the focal point, such as a feeling of achievement, meeting a job challenge, and so on. IV. Other Motivation Theories A. Expectancy Theory • Expectancy theory is more dynamic, it views an individual’s motivation as a conscious effort involving the interplay of three variables: ○ Expectancy that effort leads to a given performance result ○ Probability of reward(s) associated with the performance result ○ The value of the reward to the individual • Looking at how expectancy theory operates, there are three important factors involved: ○ Effort  Performance relationship ○ Performance  Reward relationship ○ The value attached to the reward • The perceptual process plays a critical role in maximizing employee motivation, according to expectancy theory. ○ Employees must perceive that they have a good chance of achieving the targeted performance level. ○ Employee must perceive that if they do reach the performance level, they will actually receive the reward. ○ Employee must perceive the reward to be something valued. • Supervisors can apply expectancy theory in three basic ways. ○ They can help employees reach desired performance levels through training and coaching (the Effort → Performance link). ○ They can deliver on their commitments (the Performance → Reward link). ○ They can reward performance in ways that are meaningful to employees (the reward). B. Goal-Setting Theory • Task goals, in the form of clear and desirable performance targets, form the basis of Edwin Locke’s goal-setting theory of motivation. • Goals are important not only in the planning process, but also as an important motivational factor. • Performance goals clarify the expectations between a supervisor and an employee and between co-workers and subunits in an organization. • Listed below are the major ways that a supervisor can use goal setting as a motivational tool: ○ Set specific goals. ○ Set challenging but reasonably difficult goals. ○ Ensure timely feedback to employees about goal achievement. ○ Where practical, strengthen employees’ commitment by allowing them to participate in goal setting. ○ When multiple goals are established, make sure employees understand goal priorities. ○ Reinforce goal accomplishments. C. Equity Theory • Equity theory states that when people find themselves in situations of inequity or unfairness, they are motivated to act in ways to change their circumstances. • Two factors determine whether a person is in an equitable situation: ○ The inputs such as skill, education, experience, and motivation that an employee brings to the job situation ○ The rewards that a person receives for performance including pay, advancement, recognition, or desirable job assignments. • According to equity theory, people would likely act to reduce the inequity in several ways. Following are four options to follow: ○ Try to increase the reward level by making a case with the supervisor or relevant others, appealing to higher management, or filing a grievance. ○ Decrease input level by putting in less job effort, taking longer breaks, or being less cooperative. ○ Rationalize the inequity exists for valid reasons. ○ If one cannot restore equity in their present job, he or she can leave the situation by asking for a transfer or seeking a position with another employer. • Equity theory is quite relevant to individual supervisors. ○ Some supervisors may be in a position to influence employee pay and promotion when supervisors feel these are inequitable. ○ Supervisors can provide rewards through job assignments, assignment of newer resources, and recognition. • Employees must feel that rewards are equitably distributed; otherwise, they will be motivated to reduce the inequity. D. Reinforcement Theory • Reinforcement theory uses rewards and punishments as a way to shape an individual’s future behavior. ○ Based on the law of effect, it holds that behaviors meeting with pleasurable consequences tend to be repeated, whereas behaviors with unpleasurable consequences tend not to be repeated. • To the extent supervisors have a degree of control over the reward and discipline system for employees, they have some control over the law of effect. • Reinforcement theory can work in two ways: ○ Positively reinforce (praise, reward) workers’ favorable behavior (showing up on time), thereby encouraging them to repeat it. ○ Discourage the workers’ unfavorable behavior through punishment (scolding, writing a disciplinary warning, assigning nondesirable work duties), thereby encouraging them not to repeat it. • Positive reinforcement often is more effective than punishment in getting people to behave in desired ways. • One recent survey found that 75 percent of employees felt that praise from the boss is the strongest motivator they received. V. Motivating Through Job Design: The Job Characteristics Model • The job characteristic model of job design is composed of five core job elements leading to intrinsic employee motivation and other positive work outcomes. • Five important structural characteristics of a job’s design according to the job characteristics model are as follows: ○ Skill variety—extent to which the job requires a worker to use a broad range of skills and talents to perform the job successfully. ○ Task identity—extent to which the job requires a worker to complete a whole, identifiable piece of work. ○ Task significance—extent to which the job substantially impacts the work or lives of others. ○ Autonomy—extent to which the job entails substantial freedom and decision making in carrying it out. ○ Feedback—extent to which the job itself provides information about whether it is performed successfully. VI. The Different Generations: Some Insights for Motivation • A generational looking glass can be a valuable tool in learning how people differ in the attitudes they bring to work and what they value. ○ Generation members share certain commonalities of thinking and behavior. ○ Shared economic conditions, world events, pop culture, social experiences, education, and parenting give each generation its own persona. • With the recent entry of Generation “Y” employees—those born since 1981—into the working world, the workforce for the first time contains four generations. ○ Traditionalists are workforce generation born before 1945 (10%of work force). • Children of the depression and World War, they were typically raised in a home with a stay-at-home parent. • Imbued with strong family values, traditionalists themselves had a parent stay at home to raise their own children. • Loyal and self-sacrificing, they value hard work, get satisfaction from a job well done, and tend to stay with a company for a long time. ○ Baby Boomers are workforce generation born between 1945 and 1964 (45%of work force). • Raised in a period of prosperity in the 1950s and 1960s, baby boomers are the largest generation in history. • They are socially skilled, ambitious, and driven to succeed, which for them is often measured materialistically. • They, too show loyalty toward employers, and often have a “live to work” reference frame. ○ Generation Xers are workforce generation born between 1965 and 1980 (30%of work force). • Children of the workaholic Baby Boomers, generation Xers did not see as much of their parents as earlier generations. • Generation Xers learned to function on their own, being highly independent, self-reliant, and individualistic. • They view the employment relationship as one based on service for dollars paid, rather than loyalty, even if it means frequent employer changes. • Although, they possess strong technical skills, they lack the social skills of their parents’ generation, not being particularly adroit at networking. ○ Generation Years are workforce generation born between 1981 and 1999 (15%of work force). • They have been raised in a time of globalism, economic expansion, prosperity, and the Internet. • They are the most diverse, highly educated, and technically literate generation. • As the first truly global generation, Generation Yers have some values consistent with traditionalists, including patriotism, valuing family and home, a strong sense of morality, and commitment to volunteer service. • They like intellectual challenge and strive to make a difference. • Emotionally mature, Generation Yers have lived with strong social stressors ranging from pressures to excel in school to parental divorce to being products of one-parent homes. • Because organizations have been run by traditionalists and boomers, large corporations’ strict rules of engagement especially clash with Generation Yers’ values of openness and flexibility. • They are accustomed to handling information, getting immediate results, and want freedom rather than rigid controls and standardized ways of doing things. • They want instant feedback, rapid results, and jobs that offer excitement as well as a paycheck. • Peter Sheahan, a most sought after international speaker on Generation Y, says there are three things all generations want in a motivating work environment: ○ Having a supervisor’s respect ○ Feeling like they are making a real contribution ○ Having control VII. Lessons from the Theories: Five Steps to Motivating Employees A. Help Make Employees’ Jobs Intrinsically Rewarding • Following are some of the ways to make even dull, unchallenging jobs more rewarding ○ Rotate jobs/tasks ○ Assign team members to special projects giving them a break from the usual grind or enabling them to pick up a new skill ○ Have employees train new employees ○ Help employees learn skills to prepare them for a more advanced job ○ Have employees make a safety presentation at a safety meeting ○ Ask for employees’ help in resolving problems you face, such as cost or deadline overruns, relationships with other departments, or ways to improve quality ○ Have a customer or end-user of your department’s product or service speak to your group. B. Provide Clear Performance Objectives • In line with expectancy and goal-setting theories, make sure employees clearly understand what is expected of them. ○ If possible, set concrete, specific, challenging goals as discussed in goal-setting theory. C. Support Employees’ Performance Efforts • Help them through intangibles such as building confidence and encouraging them, but also support them in tangible ways through the resources you provide, through your responsiveness to their needs, by obtaining additional training for them, and so on. D. Provide Timely Performance Feedback • Performance feedback is the fuel employees need to sustain their effort. ○ Although the job itself may provide feedback to them, it is important for supervisors to acknowledge their progress. • Managers must give favorable as well as unfavorable performance feedback. E. Reward Employees’ Performance • Be liberal with rewards, making sure they are earned. • Managers should be creative with rewards, remembering that rewards are valued differently by different individuals. F. Mars Embodies the 5 Motivational Lessons • Mars Incorporated is one organization that continuously practices these 5 lessons. • Mars is a diverse, non-unionized (at least in the U.S.), global company whose employees across regions, divisions, and levels embrace their products, culture, and principles. • Mars is 100% family owned and the family used sweat equity to build their candy empire working right along with the employees, so they have credibility and respect. • The following five core principles are the foundation of the business: ○ Quality ○ Respect ○ Mutuality ○ Efficiency ○ Freedom • Given the importance placed on freedom and autonomy, developing cross-divisional talent by providing employees opportunities to grow within and across divisions is a high priority. • Mars’ emphasis on employee development goes beyond its corporate boundaries. ○ They encourage community involvement through the Mars Volunteers and Mars Ambassadors programs. VIII. Chapter Review The PowerPoint slides correlated with the Lecture Outline above are available on the Instructors CD-ROM and on the product support website. PowerPoint Slide 7-1 Chapter 7 Title PowerPoint Slide 7-2 Learning Objectives PowerPoint Slide 7-3 Learning Objectives (cont’d) PowerPoint Slide 7-4 Motivation PowerPoint Slide 7-5 Determining Employee Engagement (Text Exhibit 7-1) PowerPoint Slide 7-6 The Three Levels of Motivation (Text Exhibit 7-2) PowerPoint Slide 7-7 Intrinsic and Extrinsic Motivation PowerPoint Slide 7-8 Factors Affecting an Individual’s Job Performance (Text Exhibit 7-3) PowerPoint Slide 7-9 Maslow’s Hierarchy of Needs Theory PowerPoint Slide 7-10 Maslow’s Hierarchy of Needs Theory (cont’d) PowerPoint Slide 7-11 Maslow’s Hierarchy of Needs (Text Exhibit 7-4) PowerPoint Slide 7-12 Qualifying Maslow’s Theory PowerPoint Slide 7-13 Herzberg’s Theory PowerPoint Slide 7-14 Herzberg’s Satisfier/Motivator and Dissatisfier/Hygiene Factors (Text Exhibit 7-5) PowerPoint Slide 7-15 Qualifying Herzberg’s Theory PowerPoint Slide 7-16 Expectancy Theory PowerPoint Slide 7-17 Expectancy Theory (Text Exhibit 7-6) PowerPoint Slide 7-18 Ways to Apply Expectancy Theory (Text Exhibit 7-7) PowerPoint Slide 7-19 Goal-Setting Theory PowerPoint Slide 7-20 Equity Theory PowerPoint Slide 7-21 Equity Theory (cont’d) PowerPoint Slide 7-22 Reinforcement Theory PowerPoint Slide 7-23 Job Characteristics Model PowerPoint Slide 7-24 Job Characteristics Model (cont’d) PowerPoint Slide 7-25 Job Characteristics Model (Exhibit 7-9) PowerPoint Slide 7-26 Characteristics of Different Generations (Text Exhibit 7-10) PowerPoint Slide 7-27 Characteristics of Different Generations (Text Exhibit 7-10) (cont’d) PowerPoint Slide 7-28 Five Steps to Motivating Employees PowerPoint slide 7-29 Important Terms 1. Identify and explain the three levels of employee motivation. Give an example of each for one of the situations below: • Customer associate at Home Depot • Bagboy at grocery chain • Carpenter for construction company One level of employee motivation is the direction in which the individual behaves. The employee’s behavior is directed to achieve a goal. This direction may be unfavorable from the supervisor’s point of view. A second level relates to how hard the individual works to perform the behaviors. How much energy and effort does the employee exert? The biggest challenge is getting employees to work hard and put effort into what they do, not just to go through the motions. The third level involves the motivation level of persistence. How hard does an employee keep trying to produce a behavior? What happens in the face of adversity or roadblocks? Students’ examples for each of the level will vary. 2. Explain the relationship between motivation and job performance. Can you identify a situation in which a factor other than your skill or motivation level affected your performance? Many supervisors assume that an employee’s performance is directly related to an employee’s level of motivation. However, the motivation-performance link is just not that simple. An individual’s skills and abilities and level of organizational support also influence performance. The individual may be highly motivated to perform a specific task, but lack the skills necessary to complete the task. Unless the employee has computer training, he or she cannot complete a computer sale, no matter how hard he or she tries. Things being equal, however, employees who are more highly motivated will have higher performance. 3. Briefly outline Maslow’s theory of the hierarchy of needs. What need levels are addressed by: • Being promoted from operator to supervisor. • Setting a new record for individual performance. • Being selected to attend a special training course. The two principles underlying Maslow’s hierarchy of needs theory are: people’s needs can be arranged in a hierarchy, and once a need has been satisfied, it no longer serves as a primary motivator of behavior. Following are the hierarchy of needs: • The lowest level are the physiological or biological needs, including food, air, water, and other physical necessities. • Safety or security needs involve the need to be protected from danger, threat, or deprivation. • Social or belonging needs include the need for belonging, for acceptance by colleagues, for friendship, and for love. • Ego or esteem needs include the need for self-confidence, independence, appreciation, and status. • At the top of Maslow’s hierarchy are the self-fulfillment or self-actualization needs. These needs are concerned with realizing one’s potential, self-development, and creativity. Being promoted from operator to supervisor, depending on the employee’s individual needs, could be an esteem need or a self-actualization need. Setting a new record for individual performance, again, depending on the employee’s individual needs, could be an esteem need or a self-actualization need. Being selected to attend a special training course, probably addresses self-actualization need, but possibly esteem need. 4. In what ways did Frederick Herzberg’s research concerning employee motivation correlate with Maslow’s hierarchy of needs? Herzberg found that job satisfaction is related to factors intrinsic to the job (called satisfier or motivator factors): recognition, advancement, achievement, challenging work, being one’s own boss, and the work itself. Those factors causing job dissatisfaction, dissatisfiers or hygiene factors, were primarily extrinsic to the job: low pay, low benefits, unfavorable working conditions, poor job security, poor company policy/administration. The positive factors, or the motivators, had uplifting effects on attitudes and performance. The dissatisfier or hygiene factors prevented loss of morale or efficiency, but did not motivate. Herzberg’s findings tend to support Maslow’s hierarchy of needs theory. The motivators relate to the two highest levels of that hierarchy (self-fulfillment and esteem), and the hygiene factors relate to the lower-level needs, primarily the need for security. 5. In a management seminar taught by one of the authors to supervisors in a large shipyard, one supervisor commented: “We have very little opportunity to ‘motivate’ employees. All monetary factors—starting pay, yearly merit increases, and bonuses based on the yard’s profits—are controlled by upper management, with no input from supervisors. We don’t have anything to motivate with.” Do you agree or disagree with this supervisor? Why? Students’ answers may vary. The supervisor is referring to extrinsic motivation factors, such as pay, benefits, and working conditions. Upper management increasingly controls these factors, not the supervisor. The factors intrinsic to the job, such as recognition and achievement, are still available to most supervisors to make use of as motivational tools. 6. What are the elements of goal-setting theory? Explain. According to the goal-setting theory, task goals, properly set and managed, can be an important employee motivation. Performance goals clarify the expectations between a supervisor and an employee and between co-workers and subunits in an organization. They also establish a frame of reference for task feedback and provide a foundation for self-management. Following are the major ways in which the supervisor can use goal setting as a motivational tool: • Set specific goals. • Set challenging but reasonably difficult goals. • Ensure timely feedback to employees about goal achievement. • Allow employees to participate in goal setting. • Make sure employees understand goal priorities when multiple goals are established. • Reinforce goal accomplishments. 7. What relationship, if any, do you see among expectancy theory, goal setting theory, equity theory, and reinforcement theory? Explain. Expectancy theory sees behavior as the interplay of the following three factors: • Expectancy that effort will lead to a given performance result • Probability of reward(s) associated with the performance result • The value of the reward to the individual Most work behavior can be explained by the fact that employees determine in advance what their behavior may accomplish and the value they place on alternative outcomes. According to goal-setting theory goals can be highly motivating if properly set. Performance goals establish a frame of reference for task feedback and provide a foundation for self-management. In equity theory, people find themselves in situations of inequity and are motivated to change their circumstances. Employees judge their inputs against rewards and see to reduce the inequity. The reinforcement theory of motivation is based on the law of effect, which holds that those behaviors that meet with pleasurable consequences tend to be repeated, whereas those that meet with unpleasurable consequences tend to not be repeated. All four theories view motivation as a conscious behavior. 8. Identify the five core elements of the job characteristics model. Following are the five core elements of the job characteristics model: • Skill variety • Task identity • Task significance • Autonomy • Feedback 9. What are some important characteristics of each of the following generations? • Traditionalist • Baby Boomer • Generation X • Generation Y Traditionalist (born before 1945), children of the depression and World War, were raised with strong family values; loyal and self-sacrificing, they value hard work, get satisfaction from a job well done, and tend to stay with a company for a long time. They were typically raised in a home with a stay-at-home parent. Baby boomers were raised in a period of prosperity in the 1950s and 1960s. They are the largest generation in history. They are socially skilled, ambitious, and driven to succeed. They show loyalty toward employers, and often have a “live to work” attitude. Generation Xers (born between 1965 and 1980), children of the workaholic Baby Boomers, saw less of their parents than earlier generations. Generation Xers are highly independent, self-reliant, and individualistic. They view the employment relationship as one based on service for dollars paid, rather than loyalty. They possess strong technical skills, but lack the social skills of their parents’ generation. Generation Yers (born between 1981 and 1999) have been raised in a time of globalism, economic expansion, prosperity, and the Internet. They are the most diverse, highly educated, and technically literate generation. Generation Yers value patriotism, family and home and like intellectual challenge. Gen Yers are the most willing to “rock the boat.” 10. Identify five important steps to motivating employees. Following are the five things a supervisor can do to help create a motivating environment for employees: • Help make employees’ jobs interesting. • Provide clear performance objectives. • Support employees’ performance efforts. • Provide timely performance feedback. • Reward employees’ performance. Skill Builder 7.1 Career Exercise: What Do You Want from Your Job? Works with SCANS competencies: Interpersonal Skill, Information 1. Now that you have completed the ranking, to what extent, if any, do your results reflect Maslow’s needs theory? Herzberg’s motivation-hygiene theory? 2. Meet with a group of four to six classmates and compare your rankings. To what extent were the rankings similar? Dissimilar? What might account for any different rankings given by your group? 3. Present a report to the class summarizing the results of your group’s discussion. According to Maslow’s needs theory individual’s needs can be ranked in a hierarchy of importance. People are motivated by the next level of unsatisfied need—satisfied needs no longer motivate. If one’s lower level needs (physiological, safety, belonging) are not satisfied, these will be the most important needs (salary, supportive colleagues, etc.) If the unsatisfied needs are the higher-level needs (esteem and self-actualization) then these will motivate (recognition, challenging job, opportunity to grow, etc.) Herzberg’s motivation-hygiene theory divides job factors into dissatisfiers and motivators. Dissatisfiers are factors that dissatisfy employees if absent (for example, job security, salaries, and supportive colleagues). Motivators are those factors that are intrinsic to the job (recognition, job challenge, growth opportunities) and motivate employees to superior performance. Each student’s ranking will be unique. Skill Builder 7.2 Classifying Managerial Rewards Works with SCANS competencies: Interpersonal Skill, Information 1. For each item, identify the levels on the Maslow hierarchy of needs the action addresses. Students may choose different levels in the hierarchy based on how they perceive the nature of the need. Those listed below are suggestions: • Day off or time off (lower level needs) • Personal call or visit from CEO or senior manager (esteem need) • “Employee of the Month” parking space (esteem need) • Direct oral praise from supervisor (esteem need) • Opportunity to attend special training course (esteem or ego need) • Name in company newsletter (esteem need) • Additional responsibilities (self-actualization need) • Special task force assignment (esteem or self-actualization needs) • Company outing, picnic (belonging need) • Being assigned favorable tasks (lower level needs) • Opportunity to attend special seminar (esteem or self-actualization needs) • New title, new office, new equipment (security, belonging, or ego needs) • Direct praise to individual in presence of others (esteem or belonging needs) • Receiving bonus for reaching production goal (depends on how the individual views money, as a security need or as an esteem need) • Being given more responsibility (self-actualization need) 2. Select three items you personally feel would be most important for you at the present time. Students’ answer will vary. 3. In small groups, discuss your results for items 1 and 2. To what extent did your team members agree on the three items? Why were there differences? Be prepared to report your results to the rest of the class. Students will assign different values to each factor. As a general rule, however, the motivators that appeal to the higher level needs are most motivating. Skill Builder 7.3 The Job Characteristic Survey: Scoring Your Job Works with SCANS competencies: Interpersonal Skill, Information, Technology Students will visit http://www.marscafe.com/php/hr2/jds_quiz.php3 and complete an online survey called the “Job Diagnostic Survey.” The survey measures the extent to which one’s job provides intrinsic satisfaction. Scoring the survey results in a score called the motivation potential score (MPS) of the job. Students presently employed should use their job when responding to the questions. If not presently employed, students should select a job they have once held. After completing the survey, students should indicate their score for each of the five job characteristics and discuss conclusions they can draw about their job’s motivation potential. Ask students to form groups of four to six members and discuss their scores and possible their job’s MPS might be improved. Case 7-1 The Pacesetter 1. What were Jean’s work attitudes before meeting Dan in the hall? What would you predict about Jean’s motivation and performance over the next year if Jean had not learned of Dan’s performance evaluation? Jean was motivated, committed, and hardworking. Jean would have been highly motivated and would have strived for constant improvement had she not learned about Dan’s performance evaluation. 2. What were Jean’s work attitudes after talking with Dan in the hall? Given your answer, what do you predict about Jean’s motivation and performance going forward? Students’ answer might vary. Jean was ecstatic, she was determined to stay motivated and work even harder to qualify for the continuing education program. She also loved her job and she felt her boss believed in her. 3. What motivation theory in this chapter do you think best applies to explain this situation and predict how Jean might respond? Students’ answer might vary. The best theory to explain this situation is the equity theory, which states that when people find themselves in situations of inequity or unfairness, they are motivated to act in ways to change their circumstances. CASE 7-2 Nucor, The Surprising Performance Culture of Steelmaker Nucor 1. What are the most relevant concepts from the chapter reflected at Nucor? Comment specifically the following: Maslow’s hierarchy of needs Herzberg’s motivation-hygiene theory Expectancy theory Equity theory Goal-setting theory. Maslow’s Hierarchy of Needs: According to Abraham H. Maslow’s hierarchy of needs theory, people try to satisfy different needs through work. The two principles underlying Maslow’s hierarchy of needs theory are: people’s needs can be arranged in a hierarchy, or ranking of importance; and once a need has been satisfied, it no longer serves as a primary motivator of behavior. Employees’ lower level needs are satisfied by the work environment and pay. Employees can also satisfy higher-level needs, such as esteem needs and self-actualization needs, by participating in problem solving and receiving recognition. Herzberg’s Motivation-Hygiene Theory: Herzberg studied factors that affect performance and morale. He found that dissatisfier, or hygiene factors, are factors that employees said most affected them negatively, or dissatisfied them about their job, including low pay, low benefits, and unfavorable working conditions. Satisfier or motivator factors are factors that employees said turned them on, such as recognition, advancement, achievement, challenging work, and being one’s own boss. At Nucor, the work environment and pay package reduce the dissatisfiers. Cooperation between mills and the opportunity for recognition and achievement satisfy the higher level needs. Expectancy Theory: Expectancy theory views an individual’s motivation as a conscious effort involving the expectancy that a reward will be given for a good result. Three variables that interact are: • Expectancy that effort will lead to a given performance result. • Probability of reward(s) associated with the performance result. • The value of the reward to the individual. In theory, employees determine in advance what their behavior may accomplish and the value they place on alternative outcomes. Through training and experience, Nucor employees believe that their efforts will lead to solving the problem. They know that rewards will result and value these results. Incentive pay greatly increases workers earnings. Equity Theory: Equity theory states that when people find themselves in situations of inequity or unfairness, they are motivated to act in ways to change their circumstances. Two factors that determine whether the employee views the situation as equitable are as follows: • The inputs (skill, education, experience, and motivation) that an employee brings to the job situation; • The rewards that a person receives for performance (pay, advancement, recognition, or desirable job assignments.) If the employee perceives an inequity between these factors, they will likely try to reduce the inequity. The Nucor incentive pay system gives employees a method to match performance (inputs) with rewards. Goal-Setting Theory: According to the goal-setting theory, task goals can be an important employee motivator. At Nucor, performance goals are specific, clear, challenging, and achievable. Employees participate in setting goals, receive feedback about goal achievement, and receive incentive rewards for achieving goals. Instructor Manual for Supervisory Management: The Art of Inspiring, Empowering and Developing People Donald C. Mosley, Paul H. Pietri 9781285063003