MIS 520
Leading Strategic
Change with Technology
Week 3 Monday, July 15, 2024
Westcliff University
Professor Crow
Today’s Agenda
►
►
►
►
Announcement / enrichment
Office Hours | Schedule
Feedback on assignments
Due this Week
► Chapter 5: Motivating behavior
► Chapter 6: Motivating behavior with work and
rewards
► W3 DQ and 2 peer responses
► W3 Assignment What’s your motivation?
► See this example What’s your motivation?
Career motivation test document template
► Preview W4
Announcement
Creating PowerPoint Tips
Overview
Citing Images
Functions
Skills of Presenting
Creating PowerPoint Tips
Overview
1. What is the first step in creating a new PowerPoint presentation?
2. Which feature allows you to organize and structure your presentation
effectively?
3. What does formatting text in PowerPoint involve?
4. How can you save your PowerPoint presentation for future editing?
5. What is an effective way to enhance visual appeal in a PowerPoint
presentation?
6. Which feature in PowerPoint allows you to rehearse timings for each
slide in your presentation?
7. What is the purpose of slide transitions in a PowerPoint presentation?
8. How can you collaborate with others on a PowerPoint presentation
simultaneously?
OFFICE HOURS
►
Tuesday 10:00 to 11:00 AM PST
►
Thursday 1:00 PM to 2:00 PM PST
Choose an available time at link
to reserve your time
Please email me at
elizabethcrow@westcliff.edu
with the date and time
Watch for a meeting invitation
with a Zoom link
Accept the invitation
1.
2.
3.
4.
Feedback on Assignments
►
►
DQ forum posts
► Use required research
► Read the other person’s post and write a
response that is related to their ideas
► If you ask a question, offer an answer
► If you ask for an example, offer one
Feedback on assignments paper
► 4 assessments
► 5 sources
► Images titles above and annotation to source
below
Course Schedule
► W3 July 15, 2024
► W4 July 22, 2024
► W5 July 29, 2024
► W6 August 5, 2024
► W7 August 12, 2024
► W8 August 19, 2024
Participation
Add your profile picture
or Kahoot Quiz results
Thank you Uday and
Shafiqul!
Feedback on Assignments
W2 DQ and Peer Responses
❏ B
Feedback on Assignments
W2 four personality assessments
❏ B
Assignment Rubric
Due this WeeK
❏ W3 DQ and 2 peer responses about intrinsic
and extrinsic motivation
❏ W3 Assignment What’s My Motivation
❏ Chapter 5: Motivating behavior
❏ Chapter 6: Motivating behavior with work and
rewards
W3 Discussion Question
There are two predominant forms of motivation: intrinsic and extrinsic
For example, people may be motivated through rewards and recognition
from their managers and peers (extrinsic), or people may be motivated by
challenging work and the ability to accomplish new things (intrinsic).
Generally, extrinsic motivators are more temporary in nature, providing a
brief spike in employee satisfaction and performance, whereas intrinsic
motivators are seen as more long-term, providing a sustained rise in
employee satisfaction and performance.
Is money (base pay, a raise, a bonus, etc.) an intrinsic motivator or an
extrinsic motivator? And is it long term? Why?
W3 Discussion Question
Fewer than 200-words, go back and make sure that you have answered all
parts of the question. More than 400-words, revise and consider
completeness and conciseness.
At a minimum, reference and cite Griffin et al. (2020) and Psychology today
(2024).
Griffin, R.W., Phillips, J.M., & Gully, S.M. (2020). Organizational behavior:
Managing people and organizations (13th ed.). Cengage.
Psychology Today. (2024). Career motivation test score.
https://www.psychologytoday.com/us/tests/career/career-motivation-test
Week 2 Assignment
W3 Assignment What’s your motivation?
See this example What’s your motivation? Career
motivation test document template
Remember to post a MS Word document for the
written assignments that require an APA formatted
paper. No .pdf, .pages or Google Docs links will be
eligible for a grade.
Reference and cite a minimum of 2 credible
sources including Griffin et al. (2020) and
Psychology Today (2024).
Assignment Rubric
PART 2
Individual Behaviors and
Processes in Organizations
CHAPTER 5
Motivating Behavior
Ricky W. Griffin/Jean M. Phillips/Stanley M. Gully, Organizational Behavior: Managing People and Organizations, Twelfth Edition. © 2020 Cengage. All Rights Reserved. May
not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Chapter Learning Objectives
After studying this chapter you should be able to:
1. Characterize the nature of motivation, including its importance and
basic historical perspectives.
2. Identify and describe the need-based perspectives on motivation.
3. Identify and describe the major process-based perspectives on
motivation.
4. Describe learning-based perspectives on motivation.
Ricky W. Griffin/Jean M. Phillips/Stanley M. Gully, Organizational Behavior: Managing People and Organizations, Twelfth Edition. © 2020 Cengage. All Rights Reserved. May
not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
The Nature of Motivation (1 of 4)
• Motivation
–
The set of forces that leads people to behave in particular ways
• The importance of motivation
–
Job performance (P) depends upon motivation (M), ability (A), and
environment (E)
▪
P=M×A×E
Ricky W. Griffin/Jean M. Phillips/Stanley M. Gully, Organizational Behavior: Managing People and Organizations, Twelfth Edition. © 2020 Cengage. All Rights Reserved. May
not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Motivational Framework
Figure 5.1
This framework provides a useful way to see how motivational processes occur. When
people experience a need deficiency, they seek ways to satisfy it, which results in a
choice of goal-directed behaviors. After performing the behavior, the individual
experiences rewards or punishments that affect the original need deficiency.
Ricky W. Griffin/Jean M. Phillips/Stanley M. Gully, Organizational Behavior: Managing People and Organizations, Twelfth Edition. © 2020 Cengage. All Rights Reserved. May
not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
The Nature of Motivation (2 of 4)
• The motivational framework
–
How motivational processes occur
▪
▪
▪
▪
▪
Need: anything an individual requires or wants
Need deficiency: triggers attempts to satisfy the need
Goal-directed behaviors result from individuals trying to satisfy their need
deficiencies
Rewards and punishments are consequences of the goal-directed
behavior
Reassessment of need deficiency: an assessment of the extent to which
the outcome addressed the original need deficiency
Ricky W. Griffin/Jean M. Phillips/Stanley M. Gully, Organizational Behavior: Managing People and Organizations, Twelfth Edition. © 2020 Cengage. All Rights Reserved. May
not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
The Nature of Motivation (3 of 4)
• Early perspectives on motivation
–
The traditional approach
▪
–
–
“Scientific Management”- Approach to motivation that assumes that
employees are motivate by money
The human relations approach- Suggests that fostering a sense of
employees’ inclusion in decision making will result in positive employee
attitudes and motivation to work hard
The human resource approach - Assumes that people want to contribute
and are able to make genuine contributions
Ricky W. Griffin/Jean M. Phillips/Stanley M. Gully, Organizational Behavior: Managing People and Organizations, Twelfth Edition. © 2020 Cengage. All Rights Reserved. May
not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
The Nature of Motivation (4 of 4)
• Individual Differences and Motivation
–
–
Task-specific self-efficacy: A person’s beliefs in his or her capabilities
to do what is required to accomplish a specific task
The three dimensions of self-efficacy
Magnitude
Beliefs about how difficult a task can be accomplished
Strength
Beliefs about how confident the person is that the specific
task can be accomplished
Generality
Beliefs about the degree to which similar tasks can be
accomplished.
Ricky W. Griffin/Jean M. Phillips/Stanley M. Gully, Organizational Behavior: Managing People and Organizations, Twelfth Edition. © 2020 Cengage. All Rights Reserved. May
not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Need-Based Perspectives on Motivation (1 of 3)
• Need-based theories
–
Assume that need deficiencies cause behavior
• The hierarchy of needs
–
Assumes that human needs are arranged in a hierarchy of importance
▪
Basic (or deficiency) needs
Physiological
o Security
o Belongingness
o
▪
Growth needs
Esteem
o Self-actualization
o
Ricky W. Griffin/Jean M. Phillips/Stanley M. Gully, Organizational Behavior: Managing People and Organizations, Twelfth Edition. © 2020 Cengage. All Rights Reserved. May
not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
The Hierarchy of Needs
Figure 5.2
Maslow’s hierarchy of needs consists of five basic categories of needs. This
figure illustrates both general and organizational examples of each type of
need. Of course, each individual has a wide variety of specific needs within
each category.
Source: Adapted from Abraham H. Maslow, “A Theory of Human Motivation,”
Psychological Review, 1943, vol., 50, pp. 374–396.
Ricky W. Griffin/Jean M. Phillips/Stanley M. Gully, Organizational Behavior: Managing People and Organizations, Twelfth Edition. © 2020 Cengage. All Rights Reserved. May
not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Need-Based Perspectives on Motivation (2 of 3)
•
ERG theory
–
–
Describes existence (E), relatedness (R), and growth (G) needs
Assumptions
▪
▪
•
More than one need may motivate a person at the same time
Satisfaction-progression and frustration-regression components
The two-factor theory
–
–
Identifies motivation factors, which affect satisfaction, and hygiene factors,
which determine dissatisfaction
Development of the Theory
▪
▪
Motivation factors — Are intrinsic to the work itself and include factor such as
achievement an recognition
Hygiene factors — Are extrinsic to the work itself and include factors such as pay
and job security
Ricky W. Griffin/Jean M. Phillips/Stanley M. Gully, Organizational Behavior: Managing People and Organizations, Twelfth Edition. © 2020 Cengage. All Rights Reserved. May
not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
The Two Factor Theory of Motivation
Figure 5.3
The traditional view of satisfaction
suggested that satisfaction and
dissatisfaction were opposite ends of a
single dimension. Herzberg’s Two Factor
theory found evidence of a more complex
view. In this theory, motivation factors
affect one dimension, ranging from
satisfaction to no satisfaction. Other
workplace characteristics, called “hygiene
factors,” are assumed to affect another
dimension, ranging from dissatisfaction to
no dissatisfaction.
Ricky W. Griffin/Jean M. Phillips/Stanley M. Gully, Organizational Behavior: Managing People and Organizations, Twelfth Edition. © 2020 Cengage. All Rights Reserved. May
not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Needs-Based Perspectives (3 of 3)
• The Acquired needs framework
–
–
Centers on the needs for achievement, affiliation,, and power.
need for achievement
▪
–
need for affiliation
▪
–
The desire to accomplish a task or goal more effectively than was done in
the past
The need for human companionship
need for power
▪
The desire to control the resources in one’s environment
Ricky W. Griffin/Jean M. Phillips/Stanley M. Gully, Organizational Behavior: Managing People and Organizations, Twelfth Edition. © 2020 Cengage. All Rights Reserved. May
not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Process-Based Perspectives on Motivation
(1 of 7)
• Process-based perspectives
–
–
–
Focus on how people behave in their efforts to satisfy their needs
How people evaluate their satisfaction after they have attained these
goals
Includes equity and expectancy theories
Ricky W. Griffin/Jean M. Phillips/Stanley M. Gully, Organizational Behavior: Managing People and Organizations, Twelfth Edition. © 2020 Cengage. All Rights Reserved. May
not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Process-Based Perspectives on Motivation
(2 of 7)
•
The equity theory of motivation
–
–
•
Equity theory — Focuses on people’s desire to be treated with what they
perceive as equity and to avoid perceived inequity
Equity —The belief that we are being treated fairly in relation to others;
inequity is the belief that we are being treated unfairly in relation to others
Forming Equity Perceptions
–
–
Focuses on the desire to be treated with equity and to avoid perceived
inequity
The equity comparison
Ricky W. Griffin/Jean M. Phillips/Stanley M. Gully, Organizational Behavior: Managing People and Organizations, Twelfth Edition. © 2020 Cengage. All Rights Reserved. May
not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Responses to Perceptions of Equity and
Inequity
Figure 5.4
People form equity perceptions by
comparing their situation with that
of someone else’s. If they
perceive equity, they are
motivated to maintain the current
situation. If they perceive inequity,
they are motivated to use one or
more of the strategies shown here
to reduce the inequity.
Ricky W. Griffin/Jean M. Phillips/Stanley M. Gully, Organizational Behavior: Managing People and Organizations, Twelfth Edition. © 2020 Cengage. All Rights Reserved. May
not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Process-Based Perspectives on Motivation
(3 of 7)
• The expectancy theory of motivation
–
–
Expectancy theory — Suggests that People are motivated by how much
they want something and the likelihood they perceive of getting it
Key components
Effort-to
performance
expectancy
The perceived probability that effort will lead to
performance
Performance-to-outc
ome expectancy
The perceived probability that performance will lead
to certain outcomes
Outcome
Anything that results from performing a behavior
Valence
The degree of attractiveness or unattractiveness
(value) that a particular outcome has for a person
Ricky W. Griffin/Jean M. Phillips/Stanley M. Gully, Organizational Behavior: Managing People and Organizations, Twelfth Edition. © 2020 Cengage. All Rights Reserved. May
not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Process-Based Perspectives on Motivation
(4 of 7)
• The Basic Expectancy Model
–
–
Victor Vroom is generally credited with first applying the theory to
motivation in the workplace
The model’s general components are effort (the result of motivated
behavior), performance, and outcomes.
Ricky W. Griffin/Jean M. Phillips/Stanley M. Gully, Organizational Behavior: Managing People and Organizations, Twelfth Edition. © 2020 Cengage. All Rights Reserved. May
not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
The Expectancy Theory of Motivation
Figure 5.5
The expectancy theory is the most complex model of employee motivation in
organizations. As shown here, the key components of expectancy theory are
effort-to-performance expectancy, performanceto- outcome instrumentality, and
outcomes, each of which has an associated valence. These components interact
with effort, the environment, and the ability to determine an individual’s
performance.
Ricky W. Griffin/Jean M. Phillips/Stanley M. Gully, Organizational Behavior: Managing People and Organizations, Twelfth Edition. © 2020 Cengage. All Rights Reserved. May
not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Process-Based Perspectives on Motivation
(5 of 7)
•
Effort-to-Performance Expectancy
–
•
Performance-to-Outcome Instrumentality
–
•
•
A person’s perception of the probability that effort will lead to performance
The individual’s perception of the probability that performance will lead to certain
outcomes
Outcomes and Valences
–
Outcome — Anything that results from performing a particular behavior
–
valence — The degree of attractiveness or unattractiveness a particular outcome has
for a person
Victor Vroom is generally credited with first applying the theory to
motivation in the workplace
–
The behavior model’s general components are effort (the result of motivated),
performance, and outcomes.
Ricky W. Griffin/Jean M. Phillips/Stanley M. Gully, Organizational Behavior: Managing People and Organizations, Twelfth Edition. © 2020 Cengage. All Rights Reserved. May
not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Process-Based Perspectives on Motivation
(6 of 7)
• The Porter–Lawler model
–
–
–
Focuses on the relationship between satisfaction and performance
Conventional theory assumed satisfaction leads to performance
This model assumes that:
▪
▪
If rewards are adequate, high levels of performance may lead to
satisfaction
Satisfaction is determined by the perceived equity of intrinsic (intangible)
and extrinsic (tangible) rewards for performance
Ricky W. Griffin/Jean M. Phillips/Stanley M. Gully, Organizational Behavior: Managing People and Organizations, Twelfth Edition. © 2020 Cengage. All Rights Reserved. May
not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
The Porter-Lawler Model
Figure 5.6
The Porter and Lawler expectancy model
provides interesting insights into the
relationships between satisfaction and
performance. As illustrated here, this
model predicts that satisfaction is
determined by the perceived equity of
intrinsic and extrinsic rewards for
performance. That is, rather than
satisfaction causing performance, which
many people might predict, this model
argues that it is actually performance that
eventually leads to satisfaction.
Source: Figure from Lyman W. Porter and Edward E. Lawler, Managerial Attitudes and
Performance. Copyright © 1968. McGraw-Hill, Inc. Used by permission of Lyman W. Porter.
Ricky W. Griffin/Jean M. Phillips/Stanley M. Gully, Organizational Behavior: Managing People and Organizations, Twelfth Edition. © 2020 Cengage. All Rights Reserved. May
not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Process-Based Perspectives on Motivation
(7 of 7)
• Evaluation and Implications
–
–
–
Expectancy theory has been tested by many different researchers in a
variety of settings and using a variety of methods.
expectancy theory is so complicated that researchers have found it quite
difficult to test.
confirmed expectancy theory’s claims that people will not engage in
motivated behavior unless they
▪
▪
▪
value the expected rewards
believe their efforts will lead to performance
believe their performance will result in the desired rewards
Ricky W. Griffin/Jean M. Phillips/Stanley M. Gully, Organizational Behavior: Managing People and Organizations, Twelfth Edition. © 2020 Cengage. All Rights Reserved. May
not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Learning-Based Perspectives on Motivation (1 of 6)
• Learning
–
A relatively permanent change in behavior or behavioral potential
resulting from direct or indirect experience
• How learning occurs
–
Traditional view: Classical Conditioning
▪
–
A simple form of learning that links a conditioned response with an
unconditioned stimulus
Contemporary view: Learning as a Cognitive Process
▪
Assumes people are conscious, active participants in how they learn
Ricky W. Griffin/Jean M. Phillips/Stanley M. Gully, Organizational Behavior: Managing People and Organizations, Twelfth Edition. © 2020 Cengage. All Rights Reserved. May
not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Learning-Based Perspectives on Motivation (2 of 6)
• Reinforcement theory and learning
–
–
Reinforcement theory — Based on the idea that behavior is a function of
its consequences
Operant conditioning (Skinner)
▪ Behavior is a function of its consequences
▪ Reinforcement is the consequence of behavior
• Social Learning — When people observe the behaviors of others,
recognize the consequences, and alter their ow behavior as a result
–
–
–
Behavior being observed and imitated must be relatively simple
Observed and imitated behavior must be concrete, not intellectual
Learner must have the physical ability to imitate the observed behavior
for social learning
Ricky W. Griffin/Jean M. Phillips/Stanley M. Gully, Organizational Behavior: Managing People and Organizations, Twelfth Edition. © 2020 Cengage. All Rights Reserved. May
not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Learning-Based Perspectives on Motivation (3 of 6)
–
Behavior modification
▪
–
The application of a reinforcement theory to influence the behaviors of
people in organizational settings
Kinds of Reinforcement
▪
▪
▪
▪
Positive reinforcement — A reward or other desirable consequence that a
person receives after exhibiting behavior
Negative reinforcement (avoidance) — The opportunity to avoid or escape
from an unpleasant circumstance after exhibiting behavior
Punishment — An unpleasant or aversive consequence that results from
behavior
Extinction — Decreases the frequency of behavior by eliminating a reward
or desirable consequence that follows that behavior
Ricky W. Griffin/Jean M. Phillips/Stanley M. Gully, Organizational Behavior: Managing People and Organizations, Twelfth Edition. © 2020 Cengage. All Rights Reserved. May
not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Learning-Based Perspectives on Motivation (4 of 6)
• Social learning in organizations
–
Occurs when people observe the behaviors of others, recognize the
consequences, and alter their own behavior as a result
•
Conditions for social learning
Behavior being observed and imitated must be relatively simple
o Observed and imitated behavior must be concrete, not intellectual
o Learner must have the physical ability to imitate the observed behavior
o
–
Behavior modification
▪
The application of a reinforcement theory to influence the behaviors of
people in organizational settings
Ricky W. Griffin/Jean M. Phillips/Stanley M. Gully, Organizational Behavior: Managing People and Organizations, Twelfth Edition. © 2020 Cengage. All Rights Reserved. May
not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Types of Reinforcers
Figure 5.7
Individual behavior can be affected when stimulus is either presented or
removed after a particular behavior. This is also dependent on whether
the stimulus is positive or negative.
Sources: Based on B. Lachman, F. Camm, & S. A. Resetar, Integrated Facility Environmental
Management Approaches: Lessons from Industry for Department of Defense Facilities, 2001. Santa
Monica, CA: RAND Corporation. http://www.rand.org/pubs/monograph_reports/MR1343/.
Ricky W. Griffin/Jean M. Phillips/Stanley M. Gully, Organizational Behavior: Managing People and Organizations, Twelfth Edition. © 2020 Cengage. All Rights Reserved. May
not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Learning-Based Perspectives on Motivation (5 of 6)
• The Timing of Reinforcement
TIMING OF
REINFORCEMENT
NATURE OF REINFORCEMENT
Fixed-ratio
Behavior is reinforced according to the number of behaviors exhibited, with the
number of behaviors needed to gain reinforcement held constant
Fixed-interval
Behavior is reinforced according to some predetermined, constant schedule
based on time
Variable-ratio
Behavior is reinforced according to the number of behaviors exhibited, but the
number of behaviors needed to gain reinforcement varies from one time to the
next
Variable-interval
Behavior is reinforced after periods of time, but the time span varies from one
time to the next
Ricky W. Griffin/Jean M. Phillips/Stanley M. Gully, Organizational Behavior: Managing People and Organizations, Twelfth Edition. © 2020 Cengage. All Rights Reserved. May
not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Learning-Based Perspectives on Motivation (6 of 6)
• Motivating the right behavior
–
–
–
–
–
Define the problem—what is it that could be improved?
Identify and define the specific behavior(s) you wish to change.
Record and track the occurrence of the target behavior.
Analyze the current negative consequences of the undesired behavior
and arrange for more positive consequences to follow the desired
behavior.
Evaluate whether the behavior has improved, and by how much.
Ricky W. Griffin/Jean M. Phillips/Stanley M. Gully, Organizational Behavior: Managing People and Organizations, Twelfth Edition. © 2020 Cengage. All Rights Reserved. May
not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Table 5.1 Different motivation concepts and theories
can be applied to various managerial challenges to
enhance employee motivation
Motivation
Theories:
Self-Effica
cy
Motivation
Theories:
McClelland’s
Needs
Theory
Motivation
Theories:
Herzberg’s
Two-Factor
Theory
Motivation
Theories:
Expectancy
Theory
Motivation
Theories:
Equity
Theory
Motivation
Theories:
Reinforcement
Firm has a low-cost business
strategy but needs to
motivate employees
x
x
x
x
x
x
An employee feels he cannot
meet his performance goals
x
Managerial Challenges
x
An employee feels underpaid
relative to her coworkers
x
x
An employee engages in
inappropriate behavior
(bullying, ridiculing
coworkers)
x
A talented employee is not
feeling challenged at work
x
x
Because the work is
repetitive, some employees
find it boring and hard to stay
motivated
x
x
x
Ricky W. Griffin/Jean M. Phillips/Stanley M. Gully, Organizational Behavior: Managing People and Organizations, Twelfth Edition. © 2020 Cengage. All Rights Reserved. May
not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Organizational Behavior in Action (1 of 2)
• After reading this chapter:
–
–
–
–
When has your level of performance been directly affected by your
motivation? By your ability? By the environment?
Identify examples from your own experience that support, and others
that refute, Maslow’s hierarchy of needs theory.
Have you ever experienced inequity in a job or a class? How did it affect
you?
Which is likely to be a more serious problem—perceptions of being
underrewarded or perceptions of being overrewarded?
Ricky W. Griffin/Jean M. Phillips/Stanley M. Gully, Organizational Behavior: Managing People and Organizations, Twelfth Edition. © 2020 Cengage. All Rights Reserved. May
not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Organizational Behavior in Action (2 of 2)
• After reading this chapter:
–
–
–
–
Do you think expectancy theory is too complex for direct use in
organizational settings? Why or why not?
Do the relationships between performance and satisfaction suggested
by Porter and Lawler seem valid? Cite examples that both support and
refute the model.
Think of occasions on which you experienced each of the four types of
reinforcement.
Identify the five forms of reinforcement that you receive most often (i.e.,
wages, grades, etc.). On what schedule do you receive each of them?
Ricky W. Griffin/Jean M. Phillips/Stanley M. Gully, Organizational Behavior: Managing People and Organizations, Twelfth Edition. © 2020 Cengage. All Rights Reserved. May
not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
PART 2
Individual Behaviors and
Processes in Organizations
CHAPTER 6
Motivating Behavior with
Work and Rewards
Ricky W. Griffin/Jean M. Phillips/Stanley M. Gully, Organizational Behavior: Managing People and Organizations, Twelfth Edition. © 2020 Cengage. All Rights Reserved. May
not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Chapter Learning Objectives
After studying this chapter you should be able to:
1. Identify and describe different approaches to job design and relate
each to motivation.
2. Discuss employee participation, empowerment, and flexible work
arrangements and identify how they can impact motivation.
3. Describe the goal setting theory of motivation and discuss broader
perspectives on goal setting.
4. Discuss performance management and its role in motivation.
5. Describe how organizations use various kinds of rewards to motivate
employees.
Ricky W. Griffin/Jean M. Phillips/Stanley M. Gully, Organizational Behavior: Managing People and Organizations, Twelfth Edition. © 2020 Cengage. All Rights Reserved. May
not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Introduction to Motivating Behavior with Work and
Rewards
• Using theories of motivation
–
–
–
No single theory explains motivation—each theory covers only some
factors that motivate behavior
More than one theory or method can be used to enhance performance
in an organization
Each theory or method must be translated into operational terms
Ricky W. Griffin/Jean M. Phillips/Stanley M. Gully, Organizational Behavior: Managing People and Organizations, Twelfth Edition. © 2020 Cengage. All Rights Reserved. May
not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Enhancing Performance in Organizations
Figure 6.1
Managers can use a variety of methods to
enhance performance in organizations. The needand process based perspectives on motivation
explain some of the factors involved in increasing
the potential for motivated behavior directed at
enhanced performance. Managers can then use
such means as goal setting, job design, flexible
work arrangements, performance management,
rewards, and organizational behavior motivation to
help translate this potential into actual enhanced
performance.
Ricky W. Griffin/Jean M. Phillips/Stanley M. Gully, Organizational Behavior: Managing People and Organizations, Twelfth Edition. © 2020 Cengage. All Rights Reserved. May
not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Job Design in Organizations (1 of 3)
• Job design
–
How organizations define and structure jobs
• Job specialization (Frederick Taylor)
–
–
–
Job should be scientifically studied, breaking jobs down into small
component tasks and standardizing them across all workers doing those
jobs
Follows Adam Smith’s concept of the division of labor
Jobs designed for efficiency can become boring and monotonous,
resulting in job dissatisfaction
Ricky W. Griffin/Jean M. Phillips/Stanley M. Gully, Organizational Behavior: Managing People and Organizations, Twelfth Edition. © 2020 Cengage. All Rights Reserved. May
not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Job Design in Organizations (2 of 3)
Basic alternatives to job specialization
Job rotation
Systematically moving workers from
one job to another in an attempt to
minimize monotony and boredom
Job enlargement
(Horizontal job loading)
Giving workers more tasks to perform
Job enrichment
(Vertical job loading)
Giving workers more tasks to perform
and more control over how to perform
them
Ricky W. Griffin/Jean M. Phillips/Stanley M. Gully, Organizational Behavior: Managing People and Organizations, Twelfth Edition. © 2020 Cengage. All Rights Reserved. May
not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Job Design in Organizations (3 of 3)
•
The job characteristics theory (Hackman and Oldham)
–
–
Critical psychological states of workers to improve outcomes
1.
Experience meaningfulness of the work
2.
Experience responsibility for work outcomes
3.
Knowledge of results
Motivational properties of tasks to improve outcomes
1.
Skill variety
2.
Task identity
3.
Task significance
4.
Autonomy
5.
Feedback
Ricky W. Griffin/Jean M. Phillips/Stanley M. Gully, Organizational Behavior: Managing People and Organizations, Twelfth Edition. © 2020 Cengage. All Rights Reserved. May
not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
The Job Characteristics Theory
Figure 6.2
The job characteristics theory is an
important contemporary model of how
to design jobs. By using five core job
characteristics, managers can enhance
three critical psychological states.
These states, in turn, can improve a
variety of personal and work outcomes.
Individual differences also affect how
the job characteristics affect people.
Ricky W. Griffin/Jean M. Phillips/Stanley M. Gully, Organizational Behavior: Managing People and Organizations, Twelfth Edition. © 2020 Cengage. All Rights Reserved. May
not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Employee Participation and Involvement (1 of 3)
• Enhance motivation through participation and empowerment
–
Participation
▪
–
Giving employees a voice in making decisions about their own work
Empowerment
▪
Enabling workers to set their own work goals, make decisions, and solve
problems within their sphere of responsibility and authority
Ricky W. Griffin/Jean M. Phillips/Stanley M. Gully, Organizational Behavior: Managing People and Organizations, Twelfth Edition. © 2020 Cengage. All Rights Reserved. May
not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Employee Participation and Involvement (2 of 3)
• Areas of employee participation
–
–
–
Personal job-related decisions
Administrative matters (e.g., work schedules)
Product quality decisions
• Techniques and issues in employee involvement
–
–
Empowerment through work teams (quality circles)
Decentralization of decision making and increased delegation
Ricky W. Griffin/Jean M. Phillips/Stanley M. Gully, Organizational Behavior: Managing People and Organizations, Twelfth Edition. © 2020 Cengage. All Rights Reserved. May
not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Employee Participation and Involvement (3 of 3)
• Management tools—practical approaches to empowerment
–
–
–
–
–
–
Articulate a clear vision and goal
Foster personal mastery experiences
Modeling successful behaviors
Send positive messages, arouse positive emotions
Give effective feedback
Display competency, honesty, fairness
Ricky W. Griffin/Jean M. Phillips/Stanley M. Gully, Organizational Behavior: Managing People and Organizations, Twelfth Edition. © 2020 Cengage. All Rights Reserved. May
not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Flexible Work Arrangements (1 of 3)
• Variable work schedules—can enhance employee motivation and
performance
–
Compressed work schedule
▪
–
Job sharing
▪
–
Employees work a full 40-hour week in fewer than the traditional 5 days
Two or more part-time employees share one full-time job
Extended work schedule
▪
Work schedule that requires relatively long periods of work followed by
relatively long periods of paid time off
Ricky W. Griffin/Jean M. Phillips/Stanley M. Gully, Organizational Behavior: Managing People and Organizations, Twelfth Edition. © 2020 Cengage. All Rights Reserved. May
not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Flexible Work Arrangements (2 of 3)
–
Flexible work schedule (flextime)
▪
–
–
Employees more personal control over the hours they work each day
Alternative Workplaces
Telecommuting
▪
Work arrangement in which employees spend part of their time working off-site
▪
Telecommuting’s benefits to organizations
▪ Reduced absenteeism and turnover
▪ Reduction in indirect expenses for facilities
Telecommuting’s downside considerations
▪ Employees miss the workplace social interaction
▪ Employees lack self-control/discipline
▪ Difficulties arise in coordinating in-face meetings
▪
Ricky W. Griffin/Jean M. Phillips/Stanley M. Gully, Organizational Behavior: Managing People and Organizations, Twelfth Edition. © 2020 Cengage. All Rights Reserved. May
not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Flexible Work Schedules
Figure 6.3
Flexible work schedules are an important new work arrangement used
in some organizations today. All employees must be at work during
“core time.” In the hypothetical example shown here, core time is from
9 to 11 a.m. and 1 to 3 p.m. The other time, then, is
flexible—employees can come and go as they please during this time,
as long as the total time spent at work meets organizational
expectations.
Ricky W. Griffin/Jean M. Phillips/Stanley M. Gully, Organizational Behavior: Managing People and Organizations, Twelfth Edition. © 2020 Cengage. All Rights Reserved. May
not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Goal Setting and Motivation (1 of 5)
• Goal—a meaningful objective
–
Purposes of setting goals in organizations
▪
▪
▪
To provide a useful framework for managing motivation to enhance
employee performance
To serve management as a control device for monitoring how well the
organization is performing
Social learning theory: feelings of pride or shame about performance are
largely related to how well people achieve their goals
Ricky W. Griffin/Jean M. Phillips/Stanley M. Gully, Organizational Behavior: Managing People and Organizations, Twelfth Edition. © 2020 Cengage. All Rights Reserved. May
not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Goal Setting and Motivation (2 of 5)
• Goal setting theory (Locke and Latham)
–
Assumes that behavior is a result of conscious goals and intentions,
therefore goals influence behavior (performance)
• Goal characteristics
–
Goal difficulty
▪
–
The extent to which a goal is challenging and requires effort
Goal specificity
▪
The clarity and precision of a goal
Ricky W. Griffin/Jean M. Phillips/Stanley M. Gully, Organizational Behavior: Managing People and Organizations, Twelfth Edition. © 2020 Cengage. All Rights Reserved. May
not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Goal Setting and Motivation (3 of 5)
• Expanded goal setting theory (Locke)
–
Goal-directed effort is a function of goal attributes
▪
▪
▪
▪
Goal difficulty—the extent to which a goal is challenging and requires effort
Goal specificity—the clarity and precision of a goal
Goal acceptance—the extent to which a person accepts a goal as his/her
own
Goal commitment—the extent to which a person is personally interested in
reaching a goal
Ricky W. Griffin/Jean M. Phillips/Stanley M. Gully, Organizational Behavior: Managing People and Organizations, Twelfth Edition. © 2020 Cengage. All Rights Reserved. May
not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
The Goal-Setting Theory of Motivation
Figure 6.4
The goal-setting theory of motivation provides an important means of
enhancing the motivation of employees. As illustrated here, appropriate goal
difficulty, specificity, acceptance, and commitment contribute to goal-directed
effort. This effort, in turn, has a direct impact on performance.
Source: Reprinted from Latham, G. P., et al. (1979, Autumn). The Goal-Setting Theory of
Motivation. Organizational Dynamics. Copyright 1979, with permission from Elsevier.
Ricky W. Griffin/Jean M. Phillips/Stanley M. Gully, Organizational Behavior: Managing People and Organizations, Twelfth Edition. © 2020 Cengage. All Rights Reserved. May
not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Goal Setting and Motivation (4 of 5)
• Broader perspectives on goal setting—management by objectives
(MBO)
–
A collaborative goal-setting process through which organizational goals
cascade down throughout the organization.
Ricky W. Griffin/Jean M. Phillips/Stanley M. Gully, Organizational Behavior: Managing People and Organizations, Twelfth Edition. © 2020 Cengage. All Rights Reserved. May
not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Goal Setting and Motivation (5 of 5)
• Steps of the general MBO model
–
–
–
–
–
Top managers establish overall goals for the organization
Managers and employees collaborate to set subsidiary goals
Managers and employees ensure that the employees have the
resources needed to reach the goals
Process flows downward as each subordinate manager repeats the
steps with her own subordinates
Manager periodically meets with subordinates to check progress and
make adjustments as needed
Ricky W. Griffin/Jean M. Phillips/Stanley M. Gully, Organizational Behavior: Managing People and Organizations, Twelfth Edition. © 2020 Cengage. All Rights Reserved. May
not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Performance Management (1 of 3)
•
Performance appraisal - The process of assessing and evaluating an employee’s work behaviors
by measurement
•
The core of performance management—measuring the performance of an individual or a group
–
–
Performance appraisal process
1.
Evaluate an employee’s work behaviors by measurement and comparison with previously
established standards
2.
Document the results
3.
Communicate the results to the employee
Purposes of performance appraisal
▪
Provide feedback
▪
Decide and justify reward allocations
▪
Determine training, development, and improvement
▪
Forecast future human resource needs
Ricky W. Griffin/Jean M. Phillips/Stanley M. Gully, Organizational Behavior: Managing People and Organizations, Twelfth Edition. © 2020 Cengage. All Rights Reserved. May
not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Purposes of Performance Management
Figure 6.5
Performance measurement plays a variety of roles in most organizations.
This figure illustrates how these roles can help managers judge an
employee’s past performance and help managers and employees improve
future performance.
Ricky W. Griffin/Jean M. Phillips/Stanley M. Gully, Organizational Behavior: Managing People and Organizations, Twelfth Edition. © 2020 Cengage. All Rights Reserved. May
not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Performance Management (2 of 3)
• The appraiser: alternatives
–
–
–
Direct supervisor
Multiple-rater systems (including self-evaluation)
360-degree feedback
▪
A performance appraisal method in which employees receive performance
feedback from those on all sides of them in the organization
• Frequency of appraisals
–
–
Often done annually
Determined by convenience for administrative purposes, cultural
appropriateness, and relevance
Ricky W. Griffin/Jean M. Phillips/Stanley M. Gully, Organizational Behavior: Managing People and Organizations, Twelfth Edition. © 2020 Cengage. All Rights Reserved. May
not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Performance Management (3 of 3)
•
Measuring performance
–
Considerations
▪
▪
–
Choices of measurement methods
▪
▪
–
Graphic rating scales, checklists, essays/diaries, behaviorally anchored rating scales, forced-choice
systems
Comparative methods such as ranking, forced distribution, paired comparisons, multiple raters
Common problems
▪
▪
•
Desired decisions to be made based on job-related criteria
Instruments must be valid, reliable, and free of bias (EEOC regulations)
Tendency to rate individuals equally
Inability to discriminate among variable levels of performance
Balanced scorecard or BSC
– A relatively structured performance management technique that identifies financial and
nonfinancial performance measures and organizes them into a single model
Ricky W. Griffin/Jean M. Phillips/Stanley M. Gully, Organizational Behavior: Managing People and Organizations, Twelfth Edition. © 2020 Cengage. All Rights Reserved. May
not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
The Balanced Scorecard
Figure 6.6
The balanced scorecard is a structured
performance management technique. In
its most basic form, managers establish
both goals and measures for how they
want to assess customer perceptions,
financial performance, internal business
process, and innovation and learning.
Each of these sets of goals and
measures need to be consistent with
each other as well as with the
organization’s overall vision and strategy.
Ricky W. Griffin/Jean M. Phillips/Stanley M. Gully, Organizational Behavior: Managing People and Organizations, Twelfth Edition. © 2020 Cengage. All Rights Reserved. May
not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Individual Rewards in Organizations (1 of 8)
• Reward system
–
–
Consists of all organizational components involved in allocating
compensation and benefits to employees in exchange for their
contribution to the organization
Components
▪
▪
▪
▪
▪
People
Processes
Rules
Procedures
Decision-making activities
Ricky W. Griffin/Jean M. Phillips/Stanley M. Gully, Organizational Behavior: Managing People and Organizations, Twelfth Edition. © 2020 Cengage. All Rights Reserved. May
not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Individual Rewards in Organizations (2 of 8)
• Roles, purposes, and meaning of rewards
–
Purposes
▪
–
Roles of compensation structures
▪
▪
▪
–
To attract, retain, and motivate qualified employees
To be equitable and consistent
To be a fair reward for the individual’s contribution
To be competitive in the external labor market
Meanings of rewards
▪
▪
Surface value: objective meaning or worth of a reward
Symbolic value: subjective and personal meaning or worth of a reward
Ricky W. Griffin/Jean M. Phillips/Stanley M. Gully, Organizational Behavior: Managing People and Organizations, Twelfth Edition. © 2020 Cengage. All Rights Reserved. May
not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Individual Rewards in Organizations (3 of 8)
• Types of individual rewards
–
Compensation package
▪
–
The total array of money (wages, salary, commission), incentives, benefits,
perquisites, and awards provided by the organization to an individual.
Base pay
▪
▪
▪
▪
Symbolizes an employee’s worth
Can improve motivation and performance if part of an effectively planned
and managed pay system
Is a major cost of doing business
Can reduce turnover and increase morale when well-designed
Ricky W. Griffin/Jean M. Phillips/Stanley M. Gully, Organizational Behavior: Managing People and Organizations, Twelfth Edition. © 2020 Cengage. All Rights Reserved. May
not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Individual Rewards in Organizations (4 of 8)
• Incentive systems
–
Plans in which employees can earn additional compensation in return for
certain types of performance
1.
2.
3.
4.
5.
6.
7.
Piecework programs
Gain-sharing programs
Bonus systems
Long-term compensation
Merit pay plans
Profit-sharing plans
Employee stock option plans
Ricky W. Griffin/Jean M. Phillips/Stanley M. Gully, Organizational Behavior: Managing People and Organizations, Twelfth Edition. © 2020 Cengage. All Rights Reserved. May
not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Individual Rewards in Organizations (5 of 8)
• Indirect compensation (employee benefits)
–
Employee benefits provided as a form of compensation
• Benefits
–
Rewards and incentives provided to employees in addition to their
wages or salaries
1.
2.
3.
4.
5.
6.
Payment for time not worked
Social Security contributions
Unemployment compensation
Disability and workers’ compensation benefits
Life and health insurance programs
Pensions or retirement plans
Ricky W. Griffin/Jean M. Phillips/Stanley M. Gully, Organizational Behavior: Managing People and Organizations, Twelfth Edition. © 2020 Cengage. All Rights Reserved. May
not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Individual Rewards in Organizations (6 of 8)
• Perquisites
–
–
Special privileges awarded to selected members of an organization,
usually top managers
Add to the status of their recipients and thus may increase job
satisfaction and reduce turnover
• Awards
–
Rewards for seniority to perfect attendance, from zero defects (quality
work) to cost reduction suggestions
Ricky W. Griffin/Jean M. Phillips/Stanley M. Gully, Organizational Behavior: Managing People and Organizations, Twelfth Edition. © 2020 Cengage. All Rights Reserved. May
not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Individual Rewards in Organizations (7 of 8)
• Related issues in rewarding performance
–
Linking performance and rewards
▪
–
Employee perception of link between pay and performance results in
symbolic value of pay
Flexible reward systems
▪
Allows employees to choose the combination of benefits that best suits
their needs, increases employee satisfaction with benefits and
administrative costs for the employer
Ricky W. Griffin/Jean M. Phillips/Stanley M. Gully, Organizational Behavior: Managing People and Organizations, Twelfth Edition. © 2020 Cengage. All Rights Reserved. May
not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Individual Rewards in Organizations (8 of 8)
–
Participative pay systems
▪
–
Pay secrecy
▪
–
Employees are involved in the design and/or administration of their
compensation system
Employer makes no information available to employees regarding other
employees’ salaries, percentage raises, salary ranges and requires
employees to not reveal their compensation
Expatriate compensation
▪
Compensation packages of employees on overseas assignments must be
adjusted to account for differences in costs of living and working conditions
in working aboard versus their home base
Ricky W. Griffin/Jean M. Phillips/Stanley M. Gully, Organizational Behavior: Managing People and Organizations, Twelfth Edition. © 2020 Cengage. All Rights Reserved. May
not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Table 6.1 Issues to Consider in Developing
Reward Systems
ISSUE
IMPORTANT EXAMPLES
PAY SECRECY
• Open, closed, partial
• Link with performance appraisal
• Equity perceptions
EMPLOYEE PARTICIPATION
• By human resource department
• By joint employee/management committee
FLEXIBLE SYSTEM
• Cafeteria-style benefits
• Annual lump sum or monthly bonus
• Salary versus benefits
ABILITY TO PAY
• Organization’s financial performance
• Expected future earnings
ECONOMIC AND LABOR
• Inflation rate
MARKET FACTORS
• Industry pay standards
• Unemployment rate
IMPACT ON ORGANIZATIONAL PERFORMANCE
• Increase in costs
• Impact on performance
EXPATRIATE COMPENSATION
• Cost-of-living differentials
• Managing related equity issue
Ricky W. Griffin/Jean M. Phillips/Stanley M. Gully, Organizational Behavior: Managing People and Organizations, Twelfth Edition. © 2020 Cengage. All Rights Reserved. May
not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
The Expatriate Compensation Balance Sheet
Figure 6.7
Organizations that ask employees to
accept assignments in foreign locations
usually must adjust their compensation
levels to account for differences in cost of
living and similar factors. Amoco uses the
system shown here. The employee’s
domestic base salary is first broken down
into the three categories shown on the
left. Then adjustments are made by
adding compensation to the categories on
the right until an appropriate, equitable
level of compensation is achieved.
Ricky W. Griffin/Jean M. Phillips/Stanley M. Gully, Organizational Behavior: Managing People and Organizations, Twelfth Edition. © 2020 Cengage. All Rights Reserved. May
not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Table 6.2 Many different management challenges
related to employee motivation can be addressed
through methods related to work and rewards.
Motivation Methods
and Techniques: Goal
Setting
Motivation Methods
and Techniques:
Performance
Management
Motivation
Methods and
Techniques:
Rewards
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
Managerial Challenges
Motivation Methods and
Techniques: Job Design
Motivation Methods and
Techniques: Participation &
Empowerment
Firm has a low-cost business
strategy but needs to motivate
employees
x
An employee feels he cannot
meet his performance goals
An employee feels underpaid
relative to her coworkers
x
An employee engages in
inappropriate behavior (bullying,
ridiculing coworkers)
A talented employee is not
feeling challenged at work
Because the work is repetitive,
some employees find it boring
and hard to stay motivated
Motivation Methods and
Techniques: Flexible Work
x
x
x
Ricky W. Griffin/Jean M. Phillips/Stanley M. Gully, Organizational Behavior: Managing People and Organizations, Twelfth Edition. © 2020 Cengage. All Rights Reserved. May
not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Organizational Behavior in Action
•
After reading the chapter:
–
What are the primary similarities and differences between job enrichment and the approach proposed by job
characteristics theory?
–
What are the motivational consequences of increased employee involvement from the frame of reference of
expectancy and equity theories?
–
What motivational problems might result from an organization’s attempt to set up work teams?
–
Which form of a flexible work schedule might you prefer? How do you think you would like telecommuting?
–
Develop a framework whereby an instructor could use goal setting in running a class such as this one.
–
Why are employees having their performance measured and evaluated all the time instead of simply being
left alone to do their jobs?
–
In what ways is your performance as a student evaluated? How is the performance of your instructor
measured? What are the limitations of this method?
–
Can performance on some jobs simply not be measured? Why or why not?
–
As a student in this class, what “rewards” do you receive in exchange for your time and effort?
Ricky W. Griffin/Jean M. Phillips/Stanley M. Gully, Organizational Behavior: Managing People and Organizations, Twelfth Edition. © 2020 Cengage. All Rights Reserved. May
not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
W3 Summary
W4 Preview
►
►
Chapter 5: Motivating
behavior
► Chapter 6: Motivating
behavior with work and
rewards
► W3 DQ and 2 peer responses
► W3 Assignment What’s your
motivation?
► Preview W4
Time check 9:15 PM
Chapter 7: Groups and
teams
► Chapter 8: Decision making
and problem solving
► W4 DQ and 2 peer responses
about working in small
groups
► W4 assignment a 600 to 900
word paper that complies
with APA 7th edition writing
guidelines about strategy,
technologies and decision
making
► Preview W5
W4 Preview
►
Chapter 7: Groups and teams
►
Chapter 8: Decision making and problem
solving
►
W4 DQ and 2 peer responses about working
in small groups
►
W4 assignment a 600 to 900 word paper that
complies with APA 7th edition writing
guidelines about strategy, technologies and
decision making
Thank you!
MIS 520
Leading Strategic Change with
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