管理学学习资料：管理学15激励员工.ppt

Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall,151,Motivating Employees,Chapter 15,Management Stephen P. Robbins Mary Coulter,tenth edition,核心问题,如何实现对人的有效激励？, 2007 Prentice Hall, Inc. All rights reserved.,2019/5/10,3,美国哈佛大学的詹姆士(W.James)教授在对员工的激励的研究中发现，按时计酬的分配制度仅仅能让员工发挥20%30%的能力，如果受到充分激励，员工的能力可以发挥80%90%，两种情况之间60%的差距就是有效激励的效果,2019/5/10,4,你可以买到一个人的时间，你可以雇一个人到固定的工作岗位，你可以买到按时或按日计算的技术操作，但你买不到热情，你买不到创造性，你买不到全身心的投入，你不得不设法争取这些。 弗朗西斯（C. Francis）,2019/5/10,5,任何机构的管理人员的根本任务就是促使部属努力工作去实现组织的任务和目标。显然，为了把人们的活动引到所要求的方向，就需要管理人员尽量了解：什么东西导致人们工作，什么东西激励他们工作。,2019/5/10,6,讨论,你如何成功组织全班的同学都去登山并且到达山顶？ 讨论，并设计一个行动方案,2019/5/10,7,为什么人们会做出这样那样的行为？,动机：内在的需要与渴望 动机只能促使自身去行动，而激励却可以进一步促使他人去行动 有时候动机并没有导致行动，有时行为一点动机都没有, 2007 Prentice Hall, Inc. All rights reserved.,168,What Is Motivation?,Motivation Is the result of an interaction between the person and a situation; it is not a personal trait. Is the process by which a persons efforts are energized, directed, and sustained towards attaining a goal. Energy: a measure of intensity or drive. Direction: toward organizational goals Persistence: exerting effort to achieve goals. Motivation works best when individual needs are compatible with organizational goals.,把你认为最具有价值的写上1,其次有价值的写上2，一直写到6为止，请务必避免出现重复的数字,健康 爱情 财富 关系 成就 正义,2019/5/10,9,2019/5/10,10,激励理论的类别,内容理论：试图解释真正激励个体的特定事物，识别人们需求及其相对强度，个体为满足这些需求而追求的目标。重点在于需求的本质以及激励的事物 需求层次理论 双因素理论 三种需要理论 过程理论：试图识别激励所包含的各种动态变量之间的关系。关注行为如何被激发、引导和维持。重点在于激励的实际过程 目标理论 强化理论 公平理论 期望理论, 2007 Prentice Hall, Inc. All rights reserved.,1611,Early Theories of Motivation,Maslows Hierarchy of Needs MacGregors Theories X and Y Herzbergs Two-Factor Theory, 2007 Prentice Hall, Inc. All rights reserved.,1612,Early Theories of Motivation,Maslows Hierarchy of Needs Theory Needs were categorized as five levels of lower- to higher-order needs. Individuals must satisfy lower-order needs before they can satisfy higher order needs. Satisfied needs will no longer motivate. Motivating a person depends on knowing at what level that person is on the hierarchy. Hierarchy of needs Lower-order (external): physiological, safety Higher-order (internal): social, esteem, self-actualization, 2007 Prentice Hall, Inc. All rights reserved.,1613,Exhibit 151 Maslows Hierarchy of Needs,2019/5/10,14,需要的多样性、差异性与可变性,5 4 3 4 5 4 3 3 5 2 2 2 1 1 1 2 1 1 3 2 4 3 5 4 5,2019/5/10,15,顺序并不固定,具有内在创造性的人，无论是否满足了其他需求都有自我实现的动力 持续满足于低水平的人，高水平的需求可能并不存在 有崇高理想或价值观的人（殉教者） 没有确切证据能够证明：一种需求得到满足后，一定会导致更高层次的需求产生, 2007 Prentice Hall, Inc. All rights reserved.,1616,Early Theories of Motivation (contd),McGregors Theory X and Theory Y Theory X Assumes that workers have little ambition, dislike work, avoid responsibility, and require close supervision. Theory Y Assumes that workers can exercise self-direction, desire responsibility, and like to work. Assumption: Motivation is maximized by participative decision making, interesting jobs, and good group relations., 2007 Prentice Hall, Inc. All rights reserved.,1617,Early Theories of Motivation (contd),Herzbergs Motivation-Hygiene Theory Job satisfaction and job dissatisfaction are created by different factors. Hygiene factors: extrinsic (environmental) factors that create job dissatisfaction. Motivators: intrinsic (psychological) factors that create job satisfaction. Attempted to explain why job satisfaction does not result in increased performance. The opposite of satisfaction is not dissatisfaction, but rather no satisfaction., 2007 Prentice Hall, Inc. All rights reserved.,1618,Exhibit 152 Herzbergs Motivation-Hygiene Theory, 2007 Prentice Hall, Inc. All rights reserved.,1619,Exhibit 153 Contrasting Views of Satisfaction-Dissatisfaction, 2007 Prentice Hall, Inc. All rights reserved.,1620,Contemporary Theories of Motivation,Three-Needs Theory Goal-Setting Theory Reinforcement Theory Designing Motivating Jobs Equity Theory Expectancy Theory, 2007 Prentice Hall, Inc. All rights reserved.,1621,Motivation and Needs,Three-Needs Theory (McClelland) There are three major acquired needs that are major motives in work. Need for achievement (nAch) The drive to excel and succeed Need for power (nPow) The need to influence the behavior of others Need of affiliation (nAff) The desire for interpersonal relationships, 2007 Prentice Hall, Inc. All rights reserved.,1622,Exhibit 154 Examples of Pictures Used for Assessing Levels of nAch, nAff, and nPow, 2007 Prentice Hall, Inc. All rights reserved.,1623,Motivation and Goals,Goal-Setting Theory Proposes that setting goals that are accepted, specific, and challenging yet achievable will result in higher performance than having no or easy goals. Benefits of Participation in Goal-Setting Increases the acceptance of goals. Fosters commitment to difficult, public goals. Provides for self-feedback that guides behavior and motivates performance ., 2007 Prentice Hall, Inc. All rights reserved.,1624,Exhibit 155 Goal-Setting Theory, 2007 Prentice Hall, Inc. All rights reserved.,1625,Motivation and Behavior,Reinforcement Theory Assumes that a desired behavior is a function of its consequences, is externally caused, and if reinforced, is likely to be repeated. Positive reinforcement is preferred for its long-term effects on performance Ignoring undesired behavior is better than punishment which may create additional dysfunctional behaviors., 2007 Prentice Hall, Inc. All rights reserved.,1626,Designing Motivating Jobs,Job Design The way into which tasks can be combined to form complete jobs. Factors influencing job design: Changing organizational environment/structure The organizations technology Employees skill, abilities, and preferences Job enlargement Increasing the jobs scope (number and frequency of tasks) Job enrichment Increasing responsibility and autonomy (depth) in a job., 2007 Prentice Hall, Inc. All rights reserved.,1627,Designing Motivating Jobs (contd),Job Characteristics Model (JCM) A conceptual framework for designing motivating jobs that create meaningful work experiences that satisfy employees growth needs. Five primary job characteristics: Skill variety: how many skills and talents are needed? Task identity: does the job produce a complete work? Task significance: how important is the job? Autonomy: how much independence does the jobholder have? Feedback: do workers know how well they are doing?, 2007 Prentice Hall, Inc. All rights reserved.,1628,Exhibit 156 Job Characteristics Model,Source: J.R. Hackman and J.L. Suttle (eds.). Improving Life at Work (Glenview, IL: Scott, Foresman, 1977). With permission of the authors., 2007 Prentice Hall, Inc. All rights reserved.,1629,Exhibit 157 Guidelines for Job Redesign,Source: J.R. Hackman and J.L. Suttle (eds.). Improving Life at Work (Glenview, IL: Scott, Foresman, 1977). With permission of the authors., 2007 Prentice Hall, Inc. All rights reserved.,1630,Designing Motivating Jobs (contd),Suggestions for Using the JCM Combine tasks (job enlargement) to create more meaningful work. Create natural work units to make employees work important and whole. Establish external and internal client relationships to provide feedback. Expand jobs vertically (job enrichment) by giving employees more autonomy. Open feedback channels to let employees know how well they are doing., 2007 Prentice Hall, Inc. All rights reserved.,1631,Motivation and Perception,Equity Theory Proposes that employees perceive what they get from a job situation (outcomes) in relation to what they put in (inputs) and then compare their inputs-outcomes ratio with the inputs-outcomes ratios of relevant others. If the ratios are perceived as equal then a state of equity (fairness) exists. If the ratios are perceived as unequal, inequity exists and the person feels under- or over-rewarded. When inequities occur, employees will attempt to do something to rebalance the ratios (seek justice)., 2007 Prentice Hall, Inc. All rights reserved.,1632,Exhibit 158 Equity Theory, 2007 Prentice Hall, Inc. All rights reserved.,1633,Motivation and Perception (contd),Equity Theory (contd) Employee responses to perceived inequities: Distort own or others ratios. Induce others to change their own inputs or outcomes. Change own inputs (increase or decrease efforts) or outcomes (seek greater rewards). Choose a different comparison (referent) other (person, systems, or self). Quit their job. Employees are concerned with both the absolute and relative nature of organizational rewards., 2007 Prentice Hall, Inc. All rights reserved.,1634,Motivation and Perception (contd),Equity Theory (contd) Distributive justice The perceived fairness of the amount and allocation of rewards among individuals (i.e., who received what). Influences an employees satisfaction. Procedural justice The perceived fairness of the process use to determine the distribution of rewards (i.e., how who received what). Affects an employees organizational commitment., 2007 Prentice Hall, Inc. All rights reserved.,1635,Motivation and Behavior,Expectancy Theory (Vroom) States that an individual tends to act in a certain way based on the expectation that the act will be followed by a given outcome and on the attractiveness of that outcome to the individual. Key to the theory is understanding and managing employee goals and the linkages among and between effort, performance and rewards. Effort: employee abilities and training/development Performance: valid appraisal systems Rewards (goals): understanding employee needs, 2007 Prentice Hall, Inc. All rights reserved.,1636,Exhibit 159 Simplified Expectancy Model, 2007 Prentice Hall, Inc. All rights reserved.,1637,Motivation and Behavior (contd),Expectancy Relationships Expectancy (effort-performance linkage) The perceived probability that an individuals effort will result in a certain level of performance. Instrumentality The perception that a particular level of performance will result in the attaining a desired outcome (reward). Valence The attractiveness/importance of the performance reward (outcome) to the individual., 2007 Prentice Hall, Inc. All rights reserved.,1638,Exhibit 1510 Integrating Contemporary Theories of Motivation, 2007 Prentice Hall, Inc. All rights reserved.,1639,Current Issues in Motivation,Cross-Cultural Challenges Motivational programs are most applicable in cultures Uncertainty avoidance of some cultures inverts Maslows needs hierarchy. The need for achievement (nAch) is lacking in other cultures. Collectivist cultures view rewards as “entitlements” to be distributed based on individual needs, not individual performance. Cross-Cultural Consistencies Interesting work is widely desired, as is growth, achievement, and responsibility.,2019/5/10,40,文化对激励的影响,“西方的激励理论在世界的范围内并不具有普遍性，无论它是一种多好的理论，也可能只适用于美国人和西欧人或北欧人” Trompenaars， 1993,2019/5/10,41,需 求,关系需求,面子需求,满足来源：主管、同事群体工作场合 满足形式：在人际网络中安身立命、融入团体 满足手段：维持和谐、避免冲突、符合他人期待,满足来源：主管、同事群体工作场合 满足形式：获得赞赏、认同、避免批评 满足手段：维持面子、争取面子、符合他人期待,对人的义务感,对事件的责任感,对工作的义务与责任,努 力 的 意 愿,努力的程度,表现结果与酬赏,公平判断： 关系决定（尊尊、亲亲） 兼顾自己与他人,集体利益与目标知觉,台湾本土心理研究,2019/5/10,42,激励因素与系统,报酬,内部的,外部的,直接报酬,间接报酬,非金钱性报酬,基本工资或薪水,绩效奖金,股票购买权,加班费和假期津贴,利润分红,满意的工作分工,满意的午餐时间,配有秘书,满意的办公设备,指定的停车位,有魅力的头衔,保险,非工作日工资,服务和额外津贴,2019/5/10,43,激励因素与系统,报酬,内部的,外部的,参与决策,更多的责任,个人成长的机会,更大的工作自由和权限,更有趣的工作,活动的多样化, 2007 Prentice Hall, Inc. All rights reserved.,1644,Current Issues in Motivation (contd),Motivating Unique Groups of Workers Motivating a diverse workforce through flexibility: Men desire more autonomy than do women. Women desire learning opportunities, flexible work schedules, and good interpersonal relations., 2007 Prentice Hall, Inc. All rights reserved.,1645,Current Issues in Motivation (contd),Flexible Work/Job schedules Compressed work week Longer daily hours, but fewer days Flexible work hours (flextime) Specific weekly hours with varying arrival, departure, lunch and break times around certain core hours during which all employees must be present. Job Sharing Two or more people split a full-time job. Telecommuting Employees work from home using computer links., 2007 Prentice Hall, Inc. All rights reserved.,1646,Current Issues in Motivation (contd),Motivating Professionals Characteristics of professionals Strong and long-term commitment to their field of expertise. Loyalty is to their profession, not to the employer. Have the need to regularly update their knowledge. Dont define their workweek as 8:00 am to 5:00 pm. Motivators for professionals Job ch