Description
Assigned Readings:
Chapter 8. Motivation and Empowerment.
Initial Postings: Read and reflect on the assigned readings for the week. Then post what you thought was the most important concept(s), method(s), term(s), and/or any other thing that you felt was worthy of your understanding in each assigned textbook chapter.Your initial post should be based upon the assigned reading for the week, so the textbook should be a source listed in your reference section and cited within the body of the text. Other sources are not required but feel free to use them if they aid in your discussion.
Also, provide a graduate-level response to each of the following questions:
Google wants employees to mingle more but not to waste a lot of time. So as part of its “people strategy,” Google analyzes reams of data to determine the optimal size and shape for the cafeteria tables and the best length for the lunch line. If hygiene factors, as defined in Herzberg’s two-factor theory, will not provide increased satisfaction and motivation, why do you think Google would try to increase lunchtime mingling? Discuss.
One small business owner says she doesn’t offer her sales representatives incentives because people try to sabotage one another to get more business and stop paying attention to smaller accounts. As a leader, how would you develop a program to motivate and reward high performers without promoting the wrong type of behavior?
[Your post must be substantive and demonstrate insight gained from the course material. Postings must be in the student’s own words – do not provide quotes!]
[Your initial post should be at least 450+ words and in APA format (including Times New Roman with font size 12 and double spaced). Post the actual body of your paper in the discussion thread then attach a Word version of the paper for APA review]
Unformatted Attachment Preview
CHAPTER 8
Motivation and
Empowerment
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Learning Objectives (slide 1 of 3)
• Recognize and apply the difference between
intrinsic and extrinsic rewards
• Appropriately tap into the motives that induce
people to take action to accomplish important
goals
• Motivate others by meeting their higher-level
needs
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Learning Objectives (slide 2 of 3)
• Apply needs-based theories of motivation and
understand how the concept of equity applies to
motivation
• Describe the psychological and structural
elements of empowerment and how
empowerment contributes to motivation
• Apply the job characteristics model to enrich
jobs
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Learning Objectives (slide 3 of 3)
• Identify factors that play a role in employee
engagement and use engagement to meet
higher-level needs
• Build a thriving workforce by giving people a
sense of making progress toward meaningful
goals
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Motivation (slide 1 of 2)
The forces either internal or
external to a person that
arouse enthusiasm and
persistence to pursue a
certain course of action
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Motivation (slide 2 of 2)
• Employee motivation affects productivity
• Part of a leader’s job is to channel followers’
motivation toward the accomplishment of the
organization’s vision and goals
• Leaders use motivation theory to:
– Satisfy followers’ needs
– Encourage high work performance
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Exhibit 8.1 – A Simple Model of
Motivation
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Intrinsic and Extrinsic Rewards
Intrinsic rewards
• Internal satisfactions a person receives in the
process of performing a particular action
Extrinsic rewards
• Rewards given by another person, typically a
supervisor, such as pay increases and
promotions
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Exhibit 8.2 – Needs of People and
Motivation Methods
Source: Adapted from William D. Hitt, The Leader-Manager: Guidelines for Action (Columbus, OH: Battelle Press, 1988), p. 153.
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Exhibit 8.3 – Four Categories of
Motives
Source: Based on Bruce H. Jackson, ‘‘Influence Behavior: Become a Master Motivator,’’ Leadership Excellence (April 2010), p. 14.
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Needs-Based Theories of Motivation
Hierarchy of needs theory
Two-factor theory
Acquired needs theory
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Hierarchy of Needs Theory
Maslow’s theory proposes that
humans are motivated by
multiple needs and those needs
exist in a hierarchical order
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Exhibit 8.4 – Maslow’s Hierarchy of
Needs
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Two-Factor Theory
Hygiene factors
• First dimension of Herzberg’s two-factor theory;
involves working conditions, pay, company
policies, and interpersonal relationships
Motivators
• Second dimension of Herzberg’s two-factor
theory; involves job satisfaction and meeting
higher-level needs such as achievement,
recognition, and opportunity for growth
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Exhibit 8.5 – Herzberg’s
Two-Factor Theory
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Acquired Needs Theory
McClelland’s theory that
proposes that certain types of
needs (achievement, affiliation,
power) are acquired during an
individual’s lifetime
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Acquired Needs
Need for achievement
• Desire to accomplish something difficult, attain a
high standard of success, master complex tasks,
and surpass others
Need for affiliation
• Desire to form close personal relationships, avoid
conflict, and establish warm friendships
Need for power
• Desire to influence or control others, be responsible
for others, and have authority over others
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Other Motivation Theories
Reinforcement theory
Expectancy theory
Equity theory
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Reinforcement Theory
A motivational theory that
looks at the relationship
between behavior and its
consequences by changing
or modifying followers’ onthe-job behavior through the
appropriate use of immediate
rewards or punishments
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Reinforcement Perspective on
Motivation (slide 1 of 2)
Behavior modification
• Set of techniques by which reinforcement theory is used to
modify behavior
Law of effect
• States that positively reinforced behavior tends to be
repeated, and behavior that is not reinforced tends not to be
repeated
Reinforcement
• Anything that causes a certain behavior to be repeated or
inhibited
Positive reinforcement
• Administration of a pleasant and rewarding consequence
following a behavior
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Reinforcement Perspective on
Motivation (slide 2 of 2)
Negative reinforcement
• Withdrawal of an unpleasant consequence once a behavior
is improved
Punishment
• Imposition of unpleasant outcomes on an employee
following undesirable behavior
Extinction
• Withdrawal of a positive reward, meaning that behavior is
no longer reinforced and hence is less likely to occur in the
future
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Exhibit 8.6 – Shaping Behavior with
Reinforcement
Source: Based on Richard L. Daft and Richard M. Steers, Organizations: A Micro/Macro Approach (Glenview, IL: Scott, Foresman, 1986) p. 109.
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Expectancy Theory
A theory that suggests that
motivation depends on
individuals’ mental
expectations about their ability
to perform tasks and receive
desired rewards
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Exhibit 8.7 – Key Elements of
Expectancy Theory
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Equity Theory
A theory that proposes that
people are motivated to seek
social equity in the rewards
they receive for performance
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Empowerment
Power sharing; the
delegation of power or
authority to subordinates in
the organization
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Psychological Model of
Empowerment
• Before empowering employees:
– Employees receive information about company
performance
– Employees receive knowledge and skills to
contribute to company goals
– Employees have the power to make substantive
decisions
– Employees understand the meaning and impact
of their jobs
– Employees are rewarded based on company
performance
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Job Design for Empowerment
Job design
• Structuring jobs in a way to meet higher-level needs and
increase motivation toward the accomplishment of goals
Job characteristics model
• Model of job design that considers the core job dimensions
of skill variety, task identity, task significance, autonomy,
and feedback to enrich jobs and increase their motivational
potential
Job enrichment
• Motivational approach that incorporates high-level
motivators into the work, including job responsibility,
recognition and opportunities for growth, learning, and
achievement
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Exhibit 8.8 – The Job Characteristics
Model
Source: Adapted from J. Richard Hackman and G. R. Oldham, ‘‘Motivation through the Design of Work: Test of a Theory,’’ Organizational Behavior
and Human Performance 16 (1976), p. 256.
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Ways to Increase Job Enrichment
• Increase skill variety
• Structure jobs so that an employee can perform
a complete task from beginning to end
• Incorporate task significance into the job
• Give people autonomy for choosing how and
when to perform specific tasks
• To the extent possible, design jobs to provide
feedback and let employees see the outcomes
of their efforts
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Empowerment Applications
• Dimensions used to classify empowerment
methods
– Extent to which employees are involved in
defining desired outcomes
– Extent to which they participate in determining
how to achieve those outcomes
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Exhibit 8.9 – Degrees of
Empowerment
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Engagement
When 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
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
New Ideas for Motivation
Making progress principle
• Idea that the single most important factor that can
boost motivation, positive emotions, and
perceptions during a workday is making progress
toward meaningful goals
Thriving workforce
• Workforce in which people are not just satisfied
and productive, but also engaged in creating a
better future for themselves and the organization;
incorporates vitality and learning
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
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