McGrawHillIrwin Copyright 2013 by The McGrawHill Companies Inc All rights reserved Explain Taylor s theory of scientific management Describe the Hawthorne studies and their significance to management ID: 658102
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Slide1
Motivating Employees
Chapter 10
McGraw-Hill/Irwin
Copyright © 2013 by The McGraw-Hill Companies, Inc. All rights reserved.Slide2
Explain Taylor
’
s theory of scientific management.
Describe the Hawthorne studies and their significance to management.
Identify the levels of Maslow
’
s hierarchy of needs and apply them to employee motivation.Distinguish between the motivators and hygiene factors identified by Herzberg.
Differentiate among Theory X, Theory Y, and Theory Z. LEARNING GOALS
Chapter Ten
10-
2Slide3
Explain the key principles of goal-setting, expectancy, reinforcement, and equity theories.
Show how managers put motivation theories into action through such strategies as job enrichment, open communication, and job recognition.
Show how managers personalize motivation strategies to appeal to employees across the globe and across generations.
LEARNING GOALS
Chapter Ten
10-
3Slide4
INTRINSIC REWARDS
Intrinsic Rewards --
Personal satisfaction you feel when you perform well and complete goals.
Examples of Intrinsic Rewards:
The Value of Motivation
Pride in your performance
Sense of achievement
10-
4Slide5
EXTRINSIC REWARDS
Extrinsic Rewards --
Something given as a recognition of good work.
Kinds of Extrinsic Rewards:
Pay Raises
Promotions
Awards
The Value of Motivation
10-
5Slide6
FRINGE BENEFITS
Perks Offered to Employees at Top 50 Employers
Source: Bloomberg BusinessWeek,
www.businessweek.com
, accessed June 2011.
The Value of Motivation
10-
6Slide7
TAYLOR
’
S SCIENTIFIC
MANAGEMENT
Scientific Management --
Studying workers to find the most efficient ways of doing things and then teaching people those techniques.
Three Key Elements to Increase Productivity
TimeMethods of Work
Rules of Work
Frederick Taylor: The Father of Scientific Management
LG110-7Slide8
TAYLOR
’
S FOUR KEY
PRINCIPLES
Study how a job is performed.
Gather time & motion information.
Check different methods.
Codify the best method into rules.
Choose workers whose skill matches the rules.Establish a fair level of performance and pay.
LG1
Frederick Taylor: The Father of Scientific Management10-8Slide9
TIME-MOTION STUDIES
Time-Motion Studies:
Studies of which tasks must be performed to complete a job and the time needed to do each task.
Frank and Lillian Gilbreth:
Engineers who used Taylor’s work in a study of bricklaying, developed…
Principle of Motion Economy:
Every job can be broken down into a series of elementary motions
LG1
Frederick Taylor: The Father of Scientific Management
10-
9Slide10
TAYLOR and UPS
UPS
drivers work under strict rules and work requirements.
How to get out of their trucks:
Right foot first
How fast to walk:
3 ft per second
How to hold their keys:
Teeth up, third finger
LG1
Frederick Taylor: The Father of Scientific Management10-10Slide11
HAWTHORNE STUDIES:
PURPOSE AND RESULTS
Researchers studied worker efficiency under different levels of light. (Elton Mayo, Harvard)
Productivity increased regardless of light condition.
Elton Mayo and the Hawthorne Studies
Researchers decided it was a human or psychological factor at play.
Hawthorne Effect --
People act differently when they know they are being studied.
LG2
10-11Slide12
MASLOW
’
S
THEORY of MOTIVATION
Hierarchy of Needs --
Theory of motivation based on unmet human needs from basic physiological needs to safety, social and esteem needs to self-actualization needs.
Needs that have already been met do not motivate.
If a need is filled, another higher-level need emerges.
Motivation and Maslow
’s Hierarchy of Needs
LG310-12Slide13
MASLOW
’
S
HIERARCHY of NEEDS
LG3
Motivation and Maslow
’
s Hierarchy of Needs
10-
13Slide14
HERZBERG
’
S
MOTIVATING FACTORS
Herzberg
’
s research centered on two questions:
Herzberg
’s Motivating Factors
What factors controlled by managers are most effective in increasing worker motivation?
How do workers rank job-related factors in order of importance related to motivation?LG410-14Slide15
JOB CONTENT
Herzberg:
Found job content factors were most important to workers – workers like to feel they contribute to the company.
Motivators:
Job factors that cause employees to be productive and that give them satisfaction.
LG4
Herzberg
’
s Motivating Factors
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15Slide16
JOB ENVIRONMENT
Job environment factors maintained satisfaction, but
did not
motivate employees.
LG4
Herzberg
’
s Motivating Factors
Hygiene Factors:
Job factors that can cause dissatisfaction if missing
BUT do not necessarily motivate employees if increased.10-16Slide17
HERZBERG
’
S MOTIVATORS
and HYGIENE FACTORS
Motivators
Hygiene Factors
Work itself
Company policy and administration
Achievement
Supervision
Recognition
Working conditions
Responsibility
Interpersonal relations
Growth and advancement
Salary, status and job security
LG4
Herzberg
’
s Motivating Factors
10-
17Slide18
COMPARISON of the THEORIES
of MASLOW and HERZBERG
LG4
Herzberg
’
s Motivating Factors
10-
18Slide19
THEORY X and THEORY Y
Douglas McGregor
proposed managers had two different sets of assumptions concerning workers.
Their attitudes about motivating workers were tied to these assumptions.
McGregor called them Theory X and Theory Y.
McGregor
’
s Theory X and Theory Y
LG5
10-
19Slide20
ASSUMPTIONS of
THEORY X MANAGERS
Workers dislike work and seek
to avoid it.
Workers must be forced or
threatened with punishment to
get them to perform.
Workers prefer to be directedand avoid responsibility.
Primary motivators are fear and money.
LG5
McGregor’s Theory X and Theory Y10-20Slide21
ASSUMPTIONS of
THEORY Y MANAGERS
People like work, it’s
a part of life.
Workers seek goals to which they are committed.
Commitment to goals depends on perceived rewards.
People can use creativity to solve problems.
Intellectual capacity is only partially realized.People are motivated by a variety of rewards.
LG5
McGregor
’s Theory X and Theory Y10-21Slide22
THEORY Z
William Ouchi researched cultural differences between the U.S. (Type A) and Japan (Type J).
Type J committed to the organization and group.
Ouchi
’
s Theory Z
Type A focused on the individual.
Theory Z is the hybrid approach of Types A and J.
LG5
10-
22Slide23
GOAL-SETTING THEORY
Goal-Setting Theory --
Setting ambitious but attainable goals can motivate workers and improve performance if the goals are accepted, accompanied by feedback, and facilitated by organizational conditions.
Goal-Setting Theory and Management by Objectives
LG6
10-
23Slide24
MANAGEMENT BY OBJECTIVES-APPLYING GOAL-SETTING
THEORY
Management by Objectives (MBO)-
Involves
a cycle of discussion, review and evaluation of objectives among top and middle-level managers, supervisors and employees. (Peter Drucker)
Managers formulate goals in cooperation with everyone in the organization.
Managers must monitor
results and reward achievement.
LG6
Goal-Setting Theory and Management by Objectives10-24http://www.businessweek.com/stories/2005-11-27/the-man-who-invented-managementSlide25
ORGANIZATIONS USING MBO
Toyota Motor Company
Emerson Electric Company
U.S. Department of Defense
LG6
Goal-Setting Theory and Management by Objectives
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25Slide26
EXPECTANCY THEORY in MOTIVATION
Expectancy Theory:
The amount of effort employees exert on a specific task depends on their expectations of the outcome. (Victor Vroom)
Employees ask:
Can I accomplish the task?
What’s
my reward?
Is the reward worth the effort?Expectations can vary from person to person.
Meeting Employee Expectations: Expectancy Theory
LG6
10-26Slide27
NADLER & LAWLER
’
S
MODIFICATION
Researchers Nadler and Lawler modified Vroom’s expectancy theory and suggested five steps for managers to improve employee performance:
Determine what rewards employees value.
Determine worker
s’ performance standard.
Make sure performance standards are attainable.
Tie rewards to performance.Be sure employees feel rewards are adequate.
LG6Meeting Employee Expectations: Expectancy Theory10-27Slide28
USING
REINFORCEMENT THEORY
Reinforcement Theory:
Positive and negative reinforcers motivate a person to behave in certain ways.
Positive reinforcement
: Includes praise, pay increases and recognition.
Negative reinforcement
: Includes reprimands, reduced payand layoff or firing.Extinction: A way to stop behavior by not responding to it.
Reinforcing Employee Performance: Reinforcement Theory
LG6
10-28Slide29
EQUITY THEORY
Equity Theory:
Employees try to maintain equity between inputs and outputs compared to others in similar positions. (employee perception of fairness)
Workers often base perception of their outcomes on a specific person or group.
Perceived inequities can lead to reduced quality and productivity, absenteeism, even resignation.
Treating Employees Fairly: Equity Theory
LG6
10-
29Slide30
ENRICHING JOBS
Job Enrichment
:
A motivational strategy that emphasizes motivating the worker through
the job itself.
Motivation Through Job Enrichment
Based on Herzberg
’
s motivators, such as responsibility, achievement and recognition.
LG7
10-30Baccarat Factory WorkerSlide31
5 KEY CHARACTERISTICS
of WORK
Skill Variety
Task Identity
Task Significance
Autonomy
Feedback
LG7
Motivation Through Job Enrichment
10-
31Baccarat Factory WorkerSlide32
TYPES of JOB ENRICHMENT
Job Enlargement --
A job enrichment strategy that involves combining a series of tasks into one challenging and interesting assignment.
Job Rotation --
A job enrichment strategy that involves moving employees from one job to another.
LG7
Motivation Through Job Enrichment
10-
32Slide33
USING OPEN COMMUNICATION
Create a culture that rewards listening.
Train managers to listen.
Use effective questioning techniques.
Remove barriers to open communication.
Ask employees what
’
s important to them.
Motivating Through Open Communication
LG7
10-33Slide34
KEEPING the LINES OPEN
(Social Media in Business)
Businesses
can no longer limit themselves to traditional intranets.
Businesse
s must communicate
with employees, not to
them.Employees expect 24/7 access to what they need with what they have (Smartphone, iPad, or notebook).
10-
34Slide35
WHEN TOO MUCH is TOO MUCH
24/7 Access Isn
’
t Always a Good Thing
Schedule correspondence:
Don’t
check email whenever it arrives, schedule times to check.
Pick
one task:Having too much open at once takes attention away from singular tasks.
Don’t answer the phone:
Don’t be afraid of voicemail.Maintain human contact:Don’t look at your computer or phone while someone is at your desk. Keep attention (and respect!) on them.Source: Entrepreneur, December 2010.10-35Slide36
RECOGNIZING GOOD WORK
Raises are not the only ways to recognize an employee’s
performance. Recognition includes:
Paid time off
Flexible scheduling
Work from home opportunities
Paid child or elder care
Stock options or profit sharingCompany awards
Company events or teams
Recognizing a Job Well Done
LG710-36Slide37
WORK WELL with OTHERS
Keys for Productive Teamwork
Have a common understanding of your task.
Clarify roles and responsibilities.
Set rules.
Get to know each other.
Communicate openly and often.
LG7
Recognizing a Job Well Done
10-
37Slide38
MOTIVATING EMPLOYEES
ACROSS the GLOBE
Cultural differences make worker motivation a challenging task for global managers.
High-Context
cultures require relationships and group trust before performance.
Motivating Employees Across the Globe
Low-Context
cultures believe relationship building distracts from tasks.
LG8
10-38Slide39
IMPORTANCE of
CULTURAL COMPENTENCY
(Reaching Beyond Our Borders)
A better understanding of cultures helps managers increase customer satisfaction and loyalty.
It’s
not just knowing other languages, it’s knowing what’s proper.
UPS operates in over 200 countries successfully by emphasizing diversity.
10-
39Slide40
MOTIVATING ACROSS the GENERATIONS
Baby Boomers
(1946 – 1964)
Experienced great economic prosperity, job security, optimism about their future
Generation X
(1965 – 1980)
Raised in dual-career families, attended day care, feeling of insecurity about jobsGeneration Y or
Millennials (1980 – 2000)Raised by indulgent parents, used to many comforts like computers and cell phones
Motivating Employees Across Generations
LG8
10-40Slide41
GENERATION X in the
WORKPLACE
Desire economic security but focus more on career security than job security.
Good motivators as managers due to emphasis on results rather than work hours.
Tend to be flexible and good at collaboration and consensus building.
Very effective at giving employee feedback and praise.
LG8
Motivating Employees Across Generations
10-
41Slide42
MILLENNIALS in the
WORKPLACE
Tend to be impatient, skeptical, blunt and expressive.
Are tech-savvy and able to grasp new concepts.
Able to multi-task and are efficient.
Highlight a strong sense of commitment.
Place a high value on work-life balance.
Fun and stimulation are key job requirements.
LG8
Motivating Employees Across Generations
10-42Slide43
MILLENNIALS and the
RECESSION
The recession hurt younger workers more deeply than other workers.
In July 2010, the unemployment rate was 15.3 percent for those aged 20 to 24, while the overall unemployment rate was
9.5 percent.
LG8
Motivating Employees Across Generations
10-
43Slide44
COMMUNICATION
ACROSS the GENERATIONS
Baby Boomers
(1946 – 1964)
Prefer meetings and conference calls.
Generation X
(1965 – 1980)Prefer email and will choose meetings only if there are no other options.
Generation Y or Millennials (1980 – 2000)
Prefer to use technology to communicate, particularly through social media.
Motivating Employees Across Generations
LG810-44Slide45
IN CONCLUSION
Why is it important to understand motivation?
What are several steps firms can take to increase internal communications and thus motivation?
What problems may emerge when firms try to implement participative management?
Why is it important to adjust motivational styles to individual employees? Are there any general principles of motivation that today’s
managers should follow?
Progress Assessment
10-
45