Chapter 10
Motivating and
Satisfying Employees
and Teams
Learning Objectives
1. Explain what motivation is.
2. Understand some major historical perspectives on
motivation.
3. Describe three contemporary views of motivation: equity
theory, expectancy theory, and goal-setting theory.
4. Explain several techniques for increasing employee
motivation.
5. Understand the types, development, and uses of teams.
Copyright © Cengage Learning. All rights reserved.
Chapter 10 | Slide 2
Motivation
…the individual internal process that
energizes, directs, and sustains behavior;
the personal ‘force’ that causes you or me
to behave in a particular way.
Copyright © Cengage Learning. All rights reserved.
Chapter 10 | Slide 3
Morale
…an employee’s feelings about
his or her job and superiors
and about the firm itself.
Copyright © Cengage Learning. All rights reserved.
Chapter 10 | Slide 4
Scientific Management
…the application of scientific principles
to management of work and workers.
Copyright © Cengage Learning. All rights reserved.
Chapter 10 | Slide 5
Frederick W. Taylor
 “Soldiering”: productivity levels
 Job broken into tasks
 Management should determine
• Best way to perform tasks
• Job output to expect
 Management should also
• Choose the best person
• Train the best person
• Cooperate with workers
Copyright © Cengage Learning. All rights reserved.
Chapter 10 | Slide 6
Piece-Rate System
 F.W. Taylor
 People work only
to earn money
 Piece-rate = people
paid a certain amount
for each unit of output
they produce
Copyright © Cengage Learning. All rights reserved.
Chapter 10 | Slide 7
Figure 10.1: Taylor’s
Piece-Rate System
Copyright © Cengage Learning. All rights reserved.
Chapter 10 | Slide 8
Hawthorne Studies
 Western Electric: 1927, 1932
 Determine effects of work environment on
productivity
 Experiments
• Varied light level
• Pressure to produce higher output
 Human factors
 Beginning of Human Relations movement
Copyright © Cengage Learning. All rights reserved.
Chapter 10 | Slide 9
Figure 10.2: Maslow’s Hierarchy of Needs
Copyright © Cengage Learning. All rights reserved.
Chapter 10 | Slide 10
Understanding Maslow’s Hierarchy
 Physiological = survival
 Safety = physical/emotional security
 Social = love/affection and sense of belonging
 Esteem = respect/recognition; sense of
accomplishment and worth
 Self-actualization = growth/development to
become all capable of being
Copyright © Cengage Learning. All rights reserved.
Chapter 10 | Slide 11
Frederick Herzberg
 Interviews, 1950s
 Motivation-hygiene theory: satisfaction and
dissatisfaction are separate and distinct
dimensions
• Factors of motivation create satisfaction
• Factors of hygiene reduce dissatisfaction
Copyright © Cengage Learning. All rights reserved.
Chapter 10 | Slide 12
Figure 10.3: Herzberg’s
Motivation-Hygiene Theory
Copyright © Cengage Learning. All rights reserved.
Chapter 10 | Slide 13
Douglas McGregor
 Theory X
Assumes employees dislike work
and will function only in a highly
controlled work environment
 Theory Y
Assumes employees accept
responsibility and work toward
organizational goals if they
achieve personal rewards
Copyright © Cengage Learning. All rights reserved.
Chapter 10 | Slide 14
Theory X
1. People dislike work and try to avoid it.
2. Managers must coerce, control, and threaten
employees to achieve organizational goals.
3. People must be led because they have little
ambition and will not seek responsibility; they
are concerned mainly with security.
Copyright © Cengage Learning. All rights reserved.
Chapter 10 | Slide 15
Theory Y
1. Work is important in peoples’ lives.
2. People will work toward goals to which they are
committed.
3. People commit to goals when accomplishing
them will bring personal rewards.
4. People seek out responsibility.
5. Employees have potential to accomplish goals.
6. Organizations do not make full use of human
resources.
Copyright © Cengage Learning. All rights reserved.
Chapter 10 | Slide 16
Table 10.1: Theory X & Theory Y Contrasted
Copyright © Cengage Learning. All rights reserved.
Chapter 10 | Slide 17
Ouchi’s Theory Z
Type J ─ Japan
 Lifetime employment
 Group decision making
 Group responsibility
for outcomes
 Implied control
 Non-specialization
 Holistic concern
Copyright © Cengage Learning. All rights reserved.
Type A ─ America




Short-term employment
Individual decision making
Individual responsibility
Rapid evaluation &
promotion
 Explicit control
 Specialization
 Segmented concern
Chapter 10 | Slide 18
Implications of Theory Z
…the belief that some middle ground
between…type A and type J
is best for American business.
Copyright © Cengage Learning. All rights reserved.
Chapter 10 | Slide 19
Type Z Organizations






Blend of J and A
Emphasis on long-term employment
Collective decision making
Individual responsibility for outcomes
Slow evaluation and promotion
Informal control along with some
formalized measures
 Moderate specialization
 Holistic concern
Copyright © Cengage Learning. All rights reserved.
Chapter 10 | Slide 20
Figure 10.4: The Features of Theory Z
Copyright © Cengage Learning. All rights reserved.
Chapter 10 | Slide 21
Reinforcement Theory
…based on premise that behavior
that is rewarded is likely to be repeated,
whereas behavior that is punished
is less likely to recur.
Copyright © Cengage Learning. All rights reserved.
Chapter 10 | Slide 22
Reinforcement
 Action follows from particular behavior
 Positive: strengthen desired behavior
by providing a reward
 Negative: strengthen desired behavior
by eliminating undesirable situation
 Punishment: create undesired consequence
of undesirable behavior
 Extinction: eliminate undesirable behavior by
not responding
Copyright © Cengage Learning. All rights reserved.
Chapter 10 | Slide 23
Contemporary Motivation Theories
 Equity: people are motivated to obtain/preserve
equitable treatment for themselves
• Inputs
• Outcomes
 Expectancy: motivation depends on how
much want something and how likely to get it
 Goal-Setting: employees motivated to
achieve goals they and managers set
Copyright © Cengage Learning. All rights reserved.
Chapter 10 | Slide 24
Equity Theory
Outcomes (self)
Inputs (self)
compared with
Copyright © Cengage Learning. All rights reserved.
Outcomes (other)
Inputs (other)
Chapter 10 | Slide 25
Responses to Perceptions of
Equity and Inequity
Source: Organizational Behavior, Ninth Edition by Ricky W. Griffin and Gregory Moorhead.
Copyright © 2010 by South-Western / Cengage Learning. Used with permission.
Copyright © Cengage Learning. All rights reserved.
Chapter 10 | Slide 26
Figure 10.5: Expectancy Theory
Copyright © Cengage Learning. All rights reserved.
Chapter 10 | Slide 27
Management by Objectives (MBO)
…managers and employees
collaborate in setting goals.
Copyright © Cengage Learning. All rights reserved.
Chapter 10 | Slide 28
MBO Steps
Copyright © Cengage Learning. All rights reserved.
Chapter 10 | Slide 29
Job Enrichment
Provides employee with more variety and
responsibility in job
 Job enlargement: expanding a worker’s
assignments to include additional but similar
tasks
 Job design: restructuring work to cultivate
worker-job match
Copyright © Cengage Learning. All rights reserved.
Chapter 10 | Slide 30
Behavior Modification
…systematic program of reinforcement to
encourage desirable behavior… involves
rewards…and punishments…
Copyright © Cengage Learning. All rights reserved.
Chapter 10 | Slide 31
Flextime
…a system in which employees
set their own work hours within
employer-determined limits.
Copyright © Cengage Learning. All rights reserved.
Chapter 10 | Slide 32
Two Examples of Flexible and
Core Time
Sources: Management, Ninth Edition by Robert Kreitner. Copyright © by Houghton Mifflin Company and Organizational Behavior,
by Ricky W. Griffin and Gregory Moorhead. Copyright © by Houghton Mifflin Company. Used with permission.
Copyright © Cengage Learning. All rights reserved.
Chapter 10 | Slide 33
Part-Time and Job Sharing
 Part-time
Works less than a standard work week
 Job sharing
Two people share one full-time position
Copyright © Cengage Learning. All rights reserved.
Chapter 10 | Slide 34
Telecommuting
…working at home all the time or
a portion of the work week.
Copyright © Cengage Learning. All rights reserved.
Chapter 10 | Slide 35
Employee Empowerment
…making employees more involved in
their jobs by increasing their participation
in decision making.
Copyright © Cengage Learning. All rights reserved.
Chapter 10 | Slide 36
Employee Ownership
…a situation in which employees
own the company they work for by virtue
of being stockholders.
Copyright © Cengage Learning. All rights reserved.
Chapter 10 | Slide 37
Estimated Number of
Employee Ownership Plans
10,000
9,000
8,000
7,000
6,000
5,000
4,000
3,000
2,000
1,000
0
Invested in
Employer
Stock
401(k)
Stock Option
Stock
Plans
Purchase
Plans
The National Center for Employee Ownership, “A Statistical Profile of Employee Ownership,” July 2006,
http://www.nceo.org/library/eo_stat.html.
Copyright © Cengage Learning. All rights reserved.
Chapter 10 | Slide 38
Team
…a group of workers functioning
together as a unit to complete a
common goal or purpose.
Copyright © Cengage Learning. All rights reserved.
Chapter 10 | Slide 39
Types of Teams
 Problem-Solving
Knowledgeable employees brought together
to tackle a specific problem
 Virtuoso
Exceptionally skilled and talented individuals brought
together to produce significant change
 Self-Managed
Group of employees with authority/skills to
manage selves
Copyright © Cengage Learning. All rights reserved.
Chapter 10 | Slide 40
Figure 10.6: Advantages/Disadvantages
of Self-Managed Teams
Copyright © Cengage Learning. All rights reserved.
Chapter 10 | Slide 41
Types of Teams
 Cross-functional
Individuals with varying
specialties, expertise, skills
brought together to achieve
a common task
 Virtual
Members geographically
dispersed but communicate
electronically
Copyright © Cengage Learning. All rights reserved.
Chapter 10 | Slide 42
Figure 10.7: Stages of Team Development
Copyright © Cengage Learning. All rights reserved.
Chapter 10 | Slide 43
Roles Within a Team
 Task Specialist: pushes forward toward goals
and places the objective first
 Socioemotional: supports and encourages the
emotional needs of other members
 Dual: focuses on both the task and the team
 Nonparticipant: does not contribute
Copyright © Cengage Learning. All rights reserved.
Chapter 10 | Slide 44
Team Cohesiveness
…members get along and are able to
accomplish their tasks effectively.
Copyright © Cengage Learning. All rights reserved.
Chapter 10 | Slide 45
Factors Aiding Team Cohesiveness
 Contains 5 to 12 people
 Members introduce selves and describe past
work experience
 Competition against other teams
 Favorable appraisal from outsider
 Agreed-upon goals
 Frequent interaction
Copyright © Cengage Learning. All rights reserved.
Chapter 10 | Slide 46
Resolving Team Conflict
 Disagreeing members analyze situation
more closely
 Conflict = respectful and professional
 Hostile = seek compromise
 Don’t try to avoid/ignore conflicts
Copyright © Cengage Learning. All rights reserved.
Chapter 10 | Slide 47
Team Benefits
 Reduced turnover
 Reduced costs
 Increased production
 Increased quality
 Increased customer service
 Higher job satisfaction
 Harmonious work environment
Copyright © Cengage Learning. All rights reserved.
Chapter 10 | Slide 48
Team Limitations
 Stressful
 Time-consuming
 No guarantee of
effectiveness
 Unable to resolve
conflict
 Lower productivity
Copyright © Cengage Learning. All rights reserved.
Chapter 10 | Slide 49
Chapter Quiz
1.
The main idea conveyed in Frederick Taylor’s findings was that
a) most people are motivated only by money.
b) people are motivated for a variety of reasons other
than pay.
c) people do not expect to get paid much for their work.
d) employees’ biggest fear is that of losing their jobs.
e) people expect to get paid much more than they are currently
getting.
Copyright © Cengage Learning. All rights reserved.
Chapter 10 | Slide 50
Chapter Quiz
2. Physiological needs concern an employee’s desire for
a)
b)
c)
d)
e)
security.
survival.
a sense of belonging.
self-worth.
self-direction.
Copyright © Cengage Learning. All rights reserved.
Chapter 10 | Slide 51
Chapter Quiz
3. Goal-setting theory suggests that employees are more
motivated
a) to achieve goals that they and their manager have
established together.
b) to achieve goals that they establish on their own.
c) when management empowers them to make their
own decisions.
d) when their expected outcomes or goals do not
change over time.
e) to achieve goals that management establishes and
clearly communicates to employees.
Copyright © Cengage Learning. All rights reserved.
Chapter 10 | Slide 52
Chapter Quiz
4. Job redesign is a type of
a)
b)
c)
d)
e)
flextime.
telecommuting.
job enlargement.
job enrichment.
job enhancement.
Copyright © Cengage Learning. All rights reserved.
Chapter 10 | Slide 53
Chapter Quiz
5. The stage of team development in which the team begins
to stabilize is called
a) forming.
b) storming.
c) performing.
d) norming.
e) adjourning.
Copyright © Cengage Learning. All rights reserved.
Chapter 10 | Slide 54