15---r管理学Management刘冰老师教课件(PPT 42页)

1、Motivating EmployeesChapter15Management Stephen P. Robbins Mary Coulter tenth edition1Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall第1页，共42页。Learning OutcomesFollow this Learning Outline as you read and study this chapter.15.1 What Is Motivation?Define motivation.Explain the thre

2、e key elements of motivation.15.2 Early Theories of MotivationDescribe Maslows hierarchy of needs and how it can be used to motivate.Discuss how Theory X and Theory Y managers approach motivation.Describe Herzbergs motivation-hygiene theory.Describe the three-needs theory.2Copyright 2010 Pearson Edu

3、cation, Inc. Publishing as Prentice Hall第2页，共42页。Learning Outcomes15.3 Contemporary Theories of MotivationExplain how goal-setting and reinforcement theories explain employee motivation.Describe job design approaches to motivation.Discuss the motivation implications of equity theory.Explain the thre

4、e key linkages in expectancy theory and their role in motivation.3Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall第3页，共42页。Learning Outcomes15.4 Current Issues in MotivationDescribe the cross-cultural challenges of motivation.Discuss the challenges managers face in motivating uniqu

5、e groups of workers.Describe open-book management, employee recognition, pay-for-performance, and stock option programs.4Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall第4页，共42页。What Is Motivation?MotivationIs the result of an interaction between the person and a situation; it is n

6、ot 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 goalsPersistence: exerting effort to achieve goals.Motivation works best when individual needs are co

7、mpatible with organizational goals.5Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall第5页，共42页。Early Theories of MotivationMaslows Hierarchy of NeedsMcGregors Theories X and YHerzbergs Two-Factor TheoryMcClellands Three Needs Theory6Copyright 2010 Pearson Education, Inc. Publishing a

8、s Prentice Hall第6页，共42页。Early Theories of MotivationMaslows Hierarchy of Needs TheoryNeeds 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

9、 depends on knowing at what level that person is on the hierarchy.Hierarchy of needsLower-order (external): physiological, safetyHigher-order (internal): social, esteem, self-actualization7Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall第7页，共42页。Exhibit 151Maslows Hierarchy of Need

10、s8Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall第8页，共42页。Early Theories of Motivation (contd)McGregors Theory X and Theory YTheory XAssumes that workers have little ambition, dislike work, avoid responsibility, and require close supervision.Theory YAssumes that workers can exerci

11、se self-direction, desire responsibility, and like to work.Assumption:Motivation is maximized by participative decision making, interesting jobs, and good group relations.9Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall第9页，共42页。Early Theories of Motivation (contd)Herzbergs Motivat

12、ion-Hygiene TheoryJob 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

13、 result in increased performance.The opposite of satisfaction is not dissatisfaction, but rather no satisfaction.10Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall第10页，共42页。Exhibit 152Herzbergs Motivation-Hygiene Theory11Copyright 2010 Pearson Education, Inc. Publishing as Prentice

14、 Hall第11页，共42页。Exhibit 153Contrasting Views of Satisfaction- Dissatisfaction12Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall第12页，共42页。Motivation and NeedsThree-Needs Theory (McClelland)There are three major acquired needs that are major motives in work.Need for achievement (nAch)

15、The drive to excel and succeedNeed for power (nPow)The need to influence the behavior of othersNeed of affiliation (nAff)The desire for interpersonal relationships13Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall第13页，共42页。Exhibit 154Examples of Pictures Used for Assessing Levels o

16、f nAch, nAff, and nPow14Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall第14页，共42页。Contemporary Theories of MotivationGoal-Setting TheoryReinforcement TheoryDesigning Motivating JobsEquity TheoryExpectancy Theory15Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall第15

17、页，共42页。Motivation and GoalsGoal-Setting TheoryProposes that setting goals that are accepted, specific, and challenging yet achievable will result in higher performance than having no or easy goals.Is culture bound to the U.S. and Canada.Benefits of Participation in Goal-SettingIncreases the acceptan

18、ce of goals.Fosters commitment to difficult, public goals.Provides for self-feedback (internal locus of control) that guides behavior and motivates performance (self-efficacy).16Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall第16页，共42页。Exhibit 155Goal-Setting Theory17Copyright 2010

19、 Pearson Education, Inc. Publishing as Prentice Hall第17页，共42页。Motivation and BehaviorReinforcement TheoryAssumes 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

20、on performance.Ignoring undesired behavior is better than punishment which may create additional dysfunctional behaviors.18Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall第18页，共42页。Designing Motivating JobsJob DesignThe way into which tasks can be combined to form complete jobs.Fac

21、tors influencing job design:Changing organizational environment/structureThe organizations technologyEmployees skill, abilities, and preferencesJob enlargementIncreasing the jobs scope (number and frequency of tasks)Job enrichmentIncreasing responsibility and autonomy (depth) in a job.19Copyright 20

22、10 Pearson Education, Inc. Publishing as Prentice Hall第19页，共42页。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 vari

23、ety: 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?20Copyright 2010 Pearson Education, Inc. Publishing as

24、 Prentice Hall第20页，共42页。Exhibit 156Job Characteristics ModelSource: J.R. Hackman and J.L. Suttle (eds.). Improving Life at Work (Glenview, IL: Scott, Foresman, 1977). With permission of the authors.21Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall第21页，共42页。Exhibit 157Guidelines fo

25、r Job RedesignSource: J.R. Hackman and J.L. Suttle (eds.). Improving Life at Work (Glenview, IL: Scott, Foresman, 1977). With permission of the authors.22Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall第22页，共42页。Designing Motivating Jobs (contd)Suggestions for Using the JCMCombine

26、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

27、 employees know how well they are doing.23Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall第23页，共42页。Equity TheoryProposes 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

28、 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

29、 the ratios (seek justice).24Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall第24页，共42页。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)

30、 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.25Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall第25页，共42页。Exhi

31、bit 158Equity Theory26Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall第26页，共42页。Equity Theory (contd)Distributive justiceThe perceived fairness of the amount and allocation of rewards among individuals (i.e., who received what).Influences an employees satisfaction.Procedural justic

32、eThe perceived fairness of the process use to determine the distribution of rewards (i.e., how who received what).Affects an employees organizational commitment.27Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall第27页，共42页。Expectancy TheoryStates that an individual tends to act in a

33、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 abiliti

34、es and training/developmentPerformance: valid appraisal systemsRewards (goals): understanding employee needs28Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall第28页，共42页。Exhibit 159Simplified Expectancy Model29Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall第29页，共42

35、页。Expectancy Theory Expectancy RelationshipsExpectancy (effort-performance linkage)The perceived probability that an individuals effort will result in a certain level of performance.InstrumentalityThe perception that a particular level of performance will result in the attaining a desired outcome (r

36、eward).ValenceThe attractiveness/importance of the performance reward (outcome) to the individual.30Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall第30页，共42页。Exhibit 1510 Integrating Contemporary Theories of Motivation31Copyright 2010 Pearson Education, Inc. Publishing as Prentice

37、Hall第31页，共42页。Current Issues in MotivationCross-Cultural ChallengesMotivational programs are most applicable in cultures where individualism and achievement are cultural characteristicsUncertainty avoidance of some cultures inverts Maslows needs hierarchy.The need for achievement (nAch) is lacking i

38、n other cultures.Collectivist cultures view rewards as “entitlements” to be distributed based on individual needs, not individual performance.Cross-Cultural ConsistenciesInteresting work is widely desired, as is growth, achievement, and responsibility.32Copyright 2010 Pearson Education, Inc. Publish

39、ing as Prentice Hall第32页，共42页。Motivating Diverse Workforce Motivating a diverse workforce through flexibility:Men desire more autonomy than do women.Women desire learning opportunities, flexible work schedules, and good interpersonal relations.Motivating Unique Groups of Workers33Copyright 2010 Pear

40、son Education, Inc. Publishing as Prentice Hall第33页，共42页。Motivating Unique Groups of WorkersMotivating Diverse WorkforceCompressed workweekLonger daily hours, but fewer daysFlexible work hours (flextime)Specific weekly hours with varying arrival, departure, lunch and break times around certain core

41、hours during which all employees must be present.Job SharingTwo or more people split a full-time job.TelecommutingEmployees work from home using computer links.34Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall第34页，共42页。Motivating ProfessionalsCharacteristics of professionalsStrong

42、 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 professionalsJob challengeOrganizational support of their workMotivating Unique

43、Groups of Workers35Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall第35页，共42页。Motivating Contingent WorkersOpportunity to become a permanent employeeOpportunity for trainingEquity in compensation and benefitsMotivating Low-Skilled, Minimum-Wage EmployeesEmployee recognition programs

44、Provision of sincere praiseMotivating Unique Groups of Workers36Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall第36页，共42页。Designing Appropriate Rewards ProgramsOpen-book managementInvolving employees in workplace decision by opening up the financial statements of the employer.Emplo

45、yee recognition programsGiving personal attention and expressing interest, approval, and appreciation for a job well done.Pay-for-performanceVariable compensation plans that reward employees on the basis of their performance:Piece rates, wage incentives, profit-sharing, and lump-sum bonusesCurrent I

46、ssues in Motivation37Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall第37页，共42页。Designing Appropriate Rewards Programs (contd)Stock option programsUsing financial instruments (in lieu of monetary compensation) that give employees the right to purchase shares of company stock at a se

47、t (option) price.Options have value if the stock price rises above the option price; they become worthless if the stock price falls below the option price.38Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall第38页，共42页。From Theory to Practice: Guidelines for Motivating EmployeesRecognize individual differencesMatch pe