Chapter 8

Motivating Employees

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 Learning outcomes

• Define motivation and explain the difference between

intrinsic and extrinsic rewards.
• Identify and describe content theories of motivation based
on employee needs.
• Identify and explain process theories of motivation.
• Describe the reinforcement perspective and social learning
theory and how they can be used to motivate employees.
• Discuss major approaches to job design and how job design
influences motivation.
• Identify three elements of employee engagement and
describe some ways that managers can create a work
environment that promotes engagement.

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 The Concept of Motivation
• Motivation
• Forces either intrinsic or extrinsic to a person that arouse
enthusiasm and persistence
• Employee motivation affects productivity
• A manager’s job is to channel motivation toward the accomplishment of
goals

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 Intrinsic and extrinsic rewards
• Intrinsic rewards are the satisfactions a person receives in the
process of performing a particular action.
• Extrinsic rewards are given by another person, typically a manager, and
include promotions, praise, and pay increases.
• Managers who understand the motives that compel people to initiate,
alter, or continue a desired behavior are more successful as motivators

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 A Simple Model of Motivation

• People have needs—such as for recognition, achievement, or

monetary gain—that translates into an internal tension that
motivates specific behaviors with which to fulfill various needs.
• Needs motivate specific behavior designed to fulfill those
needs. Feedback tells people whether they were successful in
fulfilling their needs. If so, they feel rewarded by their success

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Four Categories of Motives Managers Can Use

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 Content Perspectives on Motivation
Managers should focus on what people need in their lives
If managers understand employees’ needs, they can design
appropriate reward systems
• Needs motivate people
• Needs translate into an internal drive that motivates behavior
• People have a variety of needs
• Key theories:
• Maslow’s Hierarchy of Needs
• ERG Theory, Herzberg’s Two-Factor Theory
• Acquired Needs (David McClelland)

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 Maslow’s Hierarchy of Needs

• Belongingness needs: friendship, intimacy, family

• Esteem needs: respect, status, recognition
• Self-actualization needs: desire to become the most that one can be
The needs are satisfied in sequence; once a need is satisfied, it
declines in importance and the next higher need is activated.
© 2014 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
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 Let’s arrange the following factors into Maslow's hierarchy of needs

• Acceptance
• Accomplishment • Job security
• Pay
• Achievement
• Personal growth
• Affection • Predictability
• Basic necessities • Reputation
• Biological needs • Respect
• Develop fully • Responsibilities
• Fitting in • Status
• Steady job
• Friendship
• Survival
• Fulfil potential

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© 2014 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
 ERG Theory (Alderfer)
• Existence needs – the needs for physical well-being
• Relatedness needs – the needs for meaningful relationships with others
• Growth needs – the needs that focus on the development of human
potential and the desire for personal growth

Frustration-regression principle: failure to

meet a high-order need may cause a regression
to an already satisfied lower-order need

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 Herzberg’s Two-Factor Theory

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 Hygiene factors and motivators
• Hygiene factors relate to lower-order needs
• Good hygiene factors remove the dissatisfaction, but they do not
cause satisfaction or motivation. Instead, employees are neutral
toward work.
• Motivators relate to higher-order needs
• When motivating factors are present, workers are highly motivated
and satisfied. The absence of motivating factors removes satisfaction,
but does not cause dissatisfaction. Instead, employees are neutral
toward work.

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 Acquired Needs (David McClelland)

 Need for achievement

 Need for affiliation (nhu cầu liên kết)
 Need for power
Human needs and their implications for management:
• People with a high need for achievement are frequently
entrepreneurs.
• People with high need for affiliation are successful integrators,
whose job is to coordinate the work of several departments in an
organization.
• A high need for power is often associated with successful
attainment of top levels in the organizational hierarchy.
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 Process Perspectives on Motivation
Process theories look at the psychological and behavioral processes that
affect and individual’s motivation.
• Goal-Setting Theory
• Equity Theory
• Expectancy Theory

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Goal-Setting Theory (Edwin Locke & Gary Latham)
• Increase motivation and enhance performance by setting goals and
providing timely feedback

• Key components of the theory:

• Goal specificity
• Goal difficulty
• Goal acceptance
• Feedback

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 Equity Theory ([Link] Adams)
• Individual perceptions of fairness
• Inequity occurs when the input-to-outcome ratios are out of balance
• Perceived inequity can be reduced by:
• Changing work effort
• Changing outcomes
• Changing perception
• Leaving the job

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 Expectancy Theory (Victor Vroom)
• Motivation depends on individuals’ expectations about their ability to
perform tasks and receive desired rewards
• E → P : determining whether putting effort into a given task will lead to
high performance
• P → O : determining whether successful performance of a task will lead
to the desired outcome
• Valence : – the value or attraction an individual has for an outcome

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Major Elements of Expectancy Theory

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 REINFORCEMENT PERSPECTIVE ON MOTIVATION

• Reinforcement theory looks at the relationship between behavior and

its consequences. The focus is on changing or modifying the employees’
on-the-job behavior through the appropriate use of immediate rewards
and punishments.
• Direct Reinforcement
• Social Learning Theory

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 Direct Reinforcement

Behavior
Modification Reinforcement
Technique Anything that causes
Reinforcement theory a behavior to be
techniques used to repeated or inhibited
modify behavior
Law of Effect
Positively reinforced
behavior tends to be
repeated and
unreinforced behavior
inhibited
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 Four Reinforcement Tools

Extinction Punishment
Imposition of unpleasant
Withholding of a positive
outcomes on an
reward
employee

Positive
Avoidance learning
Reinforcement
Removal of an unpleasant
Pleasant and rewarding
consequence once a
behavior is improved
consequences following
a desired behavior

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Changing Behavior with Reinforcement

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 Social Learning Theory
• An individual’s motivation can result not just from direct experience
of rewards and punishments, but also from the person’s thoughts
and beliefs and his or her observations of other people’s behavior.

• Vicarious learning (observational learning) an individual sees

others’ behaviors and getting rewarded for them
• Manager need to ensure their employees:
• (i) has a chance to observe the desirable behaviors
• (ii) accurately perceives the behavior
• (iii) remembers the behaviors
• (iv) has the necessary to skills to perform the behaviors
• (v) sees that the behaviors are rewarded by the organization
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 Job Design for Motivation

 Job Rotation
 Job Enlargement
 Job Enrichment

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 The Job Characteristics Model
(Richard Hackman & Oleg Oldham)

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 Core Job Dimensions

Dimensions that Based on:

determine a job’s
motivational potential:  Critical
Psychological
• Skill variety States
• Task identity  Personal and Work
• Task significance Outcomes
• Autonomy  Employee Growth-
• Feedback Need Strength

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 Innovative Ideas for Motivating
• Organizations are using various types of incentive compensation to
motivate employees to higher levels of performance
• Variable compensation is a key motivational tool
• Incentive plans can backfire (have the opposite effect)
• They should be combined with motivational ideas and intrinsic rewards
and meeting higher-level needs
• Incentives should reward the desired behavior

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New Motivational Compensation Programs

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 Empowering People to Meet Higher Needs
• Employees receive information about company performance
• Employees have knowledge and skills to contribute to company goals
• Employees have the power to make substance decisions
• Employees are rewarded based on company performance

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Giving Meaning to Work through Engagement

• Instill a sense of support and meaning

• Help employees develop positive relationships
with colleagues and supervisors
• Focus on learning, contribution, and growth

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© 2014 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.