管理學(xué)（第9版）課件：激勵員工

激勵員工

16–2要點概覽什么是動機(jī)?動機(jī)的定義.解釋動機(jī)需求—滿足的過程早期的動機(jī)理論描述馬斯洛的需求層次理論以及如何用它來進(jìn)行激勵描述X理論和Y理論的管理者如何看待激勵問題描述赫茨伯格激勵—保健理論描述赫茨伯格滿意與不滿意的觀點

16–3要點概覽當(dāng)代動機(jī)理論描述麥克利蘭提出的工作環(huán)境中現(xiàn)存的三種需要解釋目標(biāo)設(shè)置理論和強(qiáng)化理論描述具有激勵作用的工作設(shè)計方法——工作特征模型描述公平理論中激勵的含義比較分配公平和程序公關(guān)解釋期望理論中三種關(guān)鍵聯(lián)系以及它們在激勵中的作用

16–4要點概覽當(dāng)代動機(jī)問題描述激勵問題的跨文化挑戰(zhàn)描述管理者在激勵新型勞動力時面臨的挑戰(zhàn)描述賬目公開管理、員工認(rèn)可方案、績效工資方案和股票期權(quán)方案

16–5什么是動機(jī)?動機(jī)動機(jī)是人與環(huán)境交互作用的結(jié)果；它并不是人的特性它是一個人為達(dá)到一個目標(biāo)所付出的努力得到加強(qiáng)、管理和持續(xù)的過程強(qiáng)度:

一個強(qiáng)烈程度和驅(qū)動力的測量指標(biāo)方向:

朝向組織目標(biāo)堅持性:

竭盡全力實現(xiàn)目標(biāo).但個體的需要組織的目標(biāo)一致時激勵最有效

16–6早期的動機(jī)理論馬斯洛的需求層次理論麥格雷戈的X理論和Y理論赫茨伯格的雙因素理論

16–7早期的動機(jī)理論馬斯洛的需求層次理論每個人都有從低到高五種層次的需求每個層次的需求得到滿足后，才會激活更高層次的需求得到滿足的需求不再具有激勵作用對一個人的激勵首先要了解他的需求在何種層次上需求的層次性低水平需求(外部的):生理需要,安全高水平需求(內(nèi)部的):社交,尊重,自我實現(xiàn)

16–8圖表16–1 馬斯洛的需求層次

16–9早期的動機(jī)理論麥格雷戈的X理論和Y理論X理論假設(shè)工人沒有雄心大志、不喜歡工作、逃避責(zé)任以及需要嚴(yán)格監(jiān)控Y理論假設(shè)工人可以自我指導(dǎo)、主動尋求工作責(zé)任、喜歡工作假設(shè):通過積極的制定決策、提供有趣的工作、建立良好的群體關(guān)系就可以實現(xiàn)激勵的最大化

16–10早期的動機(jī)理論赫茨伯格的激勵—保健理論工作滿意與工作不滿意由不同的因素造成保健因素:

外部因素造成工作不滿意激勵因素:

內(nèi)部因素造成工作滿意試圖解釋為什么工作滿意與工作績效不成正比滿意的對立面不是不滿意，而是沒有滿意

16–11圖表16–2 赫茨伯格的激勵—保健理論

16–12Exhibit16–3 ContrastingViewsofSatisfaction-Dissatisfaction

16–13ContemporaryTheoriesofMotivationThree-NeedsTheoryGoal-SettingTheoryReinforcementTheoryDesigningMotivatingJobsEquityTheoryExpectancyTheory

16–14MotivationandNeedsThree-NeedsTheory(McClelland)Therearethreemajoracquiredneedsthataremajormotivesinwork.Needforachievement(nAch)ThedrivetoexcelandsucceedNeedforpower(nPow)TheneedtoinfluencethebehaviorofothersNeedofaffiliation(nAff)Thedesireforinterpersonalrelationships

16–15Exhibit16–4 ExamplesofPicturesUsedforAssessingLevelsofnAch,nAff,andnPow

16–16MotivationandGoalsGoal-SettingTheoryProposesthatsettinggoalsthatareaccepted,specific,andchallengingyetachievablewillresultinhigherperformancethanhavingnooreasygoals.IscultureboundtotheU.S.andCanada.BenefitsofParticipationinGoal-SettingIncreasestheacceptanceofgoals.Fosterscommitmenttodifficult,publicgoals.Providesforself-feedback(internallocusofcontrol)thatguidesbehaviorandmotivatesperformance(self-efficacy).

16–17Exhibit16–5 Goal-SettingTheory

16–18MotivationandBehaviorReinforcementTheoryAssumesthatadesiredbehaviorisafunctionofitsconsequences,isexternallycaused,andifreinforced,islikelytoberepeated.Positivereinforcementispreferredforitslong-termeffectsonperformanceIgnoringundesiredbehaviorisbetterthanpunishmentwhichmaycreateadditionaldysfunctionalbehaviors.

16–19DesigningMotivatingJobsJobDesignThewayintowhichtaskscanbecombinedtoformcompletejobs.Factorsinfluencingjobdesign:Changingorganizationalenvironment/structureTheorganization’stechnologyEmployees’skill,abilities,andpreferencesJobenlargementIncreasingthejob’sscope(numberandfrequencyoftasks)JobenrichmentIncreasingresponsibilityandautonomy(depth)inajob.

16–20DesigningMotivatingJobs(cont’d)JobCharacteristicsModel(JCM)Aconceptualframeworkfordesigningmotivatingjobsthatcreatemeaningfulworkexperiencesthatsatisfyemployees’growthneeds.Fiveprimaryjobcharacteristics:Skillvariety:howmanyskillsandtalentsareneeded?Taskidentity:doesthejobproduceacompletework?Tasksignificance:howimportantisthejob?Autonomy:howmuchindependencedoesthejobholderhave?Feedback:doworkersknowhowwelltheyaredoing?

16–21Exhibit16–6 JobCharacteristicsModelSource:

J.R.HackmanandJ.L.Suttle(eds.).ImprovingLifeatWork(Glenview,IL:Scott,Foresman,1977).Withpermissionoftheauthors.

16–22Exhibit16–7 GuidelinesforJobRedesignSource:

J.R.HackmanandJ.L.Suttle(eds.).ImprovingLifeatWork(Glenview,IL:Scott,Foresman,1977).Withpermissionoftheauthors.

16–23DesigningMotivatingJobs(cont’d)SuggestionsforUsingtheJCMCombinetasks(jobenlargement)tocreatemoremeaningfulwork.Createnaturalworkunitstomakeemployees’workimportantandwhole.Establishexternalandinternalclientrelationshipstoprovidefeedback.Expandjobsvertically(jobenrichment)bygivingemployeesmoreautonomy.Openfeedbackchannelstoletemployeesknowhowwelltheyaredoing.

16–24MotivationandPerceptionEquityTheoryProposesthatemployeesperceivewhattheygetfromajobsituation(outcomes)inrelationtowhattheyputin(inputs)andthencomparetheirinputs-outcomesratiowiththeinputs-outcomesratiosofrelevantothers.Iftheratiosareperceivedasequalthenastateofequity(fairness)exists.Iftheratiosareperceivedasunequal,inequityexistsandthepersonfeelsunder-orover-rewarded.Wheninequitiesoccur,employeeswillattempttodosomethingtorebalancetheratios(seekjustice).

16–25MotivationandPerception(cont’d)EquityTheory(cont’d)Employeeresponsestoperceivedinequities:Distortownorothers’ratios.Induceotherstochangetheirowninputsoroutcomes.Changeowninputs(increaseordecreaseefforts)oroutcomes(seekgreaterrewards).Chooseadifferentcomparison(referent)other(person,systems,orself).Quittheirjob.Employeesareconcernedwithboththeabsoluteandrelativenatureoforganizationalrewards.

16–26Exhibit16–8 EquityTheory

16–27MotivationandPerception(cont’d)EquityTheory(cont’d)DistributivejusticeTheperceivedfairnessoftheamountandallocationofrewardsamongindividuals(i.e.,whoreceivedwhat).Influencesanemployee’ssatisfaction.ProceduraljusticeTheperceivedfairnessoftheprocessusetodeterminethedistributionofrewards(i.e.,howwhoreceivedwhat).Affectsanemployee’sorganizationalcommitment.

16–28MotivationandBehaviorExpectancyTheory(Vroom)Statesthatanindividualtendstoactinacertainwaybasedontheexpectationthattheactwillbefollowedbyagivenoutcomeandontheattractivenessofthatoutcometotheindividual.Keytothetheoryisunderstandingandmanagingemployeegoalsandthelinkagesamongandbetweeneffort,performanceandrewards.Effort:employeeabilitiesandtraining/developmentPerformance:validappraisalsystemsRewards(goals):understandingemployeeneeds

16–29Exhibit16–9 SimplifiedExpectancyModel

16–30MotivationandBehavior(cont’d)ExpectancyRelationshipsExpectancy(effort-performancelinkage)Theperceivedprobabilitythatanindividual’seffortwillresultinacertainlevelofperformance.InstrumentalityTheperceptionthataparticularlevelofperformancewillresultintheattainingadesiredoutcome(reward).ValenceTheattractiveness/importanceoftheperformancereward(outcome)totheindividual.

16–31Exhibit16–10 IntegratingContemporaryTheoriesofMotivation

16–32CurrentIssuesinMotivationCross-CulturalChallengesMotivationalprogramsaremostapplicableincultureswhereindividualismandqualityoflifeareculturalcharacteristicsUncertaintyavoidanceofsomeculturesinvertsMaslow’sneedshierarchy.Theneedforachievement(nAch)islackinginothercultures.Collectivistculturesviewrewardsas“entitlements”tobedistributedbasedonindividualneeds,notindividualperformance.Cross-CulturalConsistenciesInterestingworkiswidelydesired,asisgrowth,achievement,andresponsibility.

16–33CurrentIssuesinMotivation(cont’d)MotivatingUniqueGroupsofWorkersMotivatingadiverseworkforcethroughflexibility:Mendesiremoreautonomythandowomen.Womendesirelearningopportunities,flexibleworkschedules,andgoodinterpersonalrelations.

16–34CurrentIssuesinMotivation(cont’d)FlexibleWork/JobschedulesCompressedworkweekLongerdailyhours,butfewerdaysFlexibleworkhours(flextime)Specificweeklyhourswithvaryingarrival,departure,lunchandbreaktimesaroundcertaincorehoursduringwhichallemployeesmustbepresent.JobSharingTwoormorepeoplesplitafull-timejob.TelecommutingEmployeesworkfromhomeusingcomputerlinks.

16–35CurrentIssuesinMotivation(cont’d)MotivatingProfessionalsCharacteristicsofprofessionalsStrongandlong-termcommitmenttotheirfieldofexpertise.Loyaltyistotheirprofession,nottotheemployer.Havetheneedtoregularlyupdatetheirknowledge.Don’tdefinetheirworkweekas8:00amto5:00pm.MotivatorsforprofessionalsJobchallengeOrganizationalsupportoftheirwork

16–36CurrentIssuesinMotivation(cont’d)MotivatingContingentWorkersOpportunitytobecomeapermanentemployeeOpportunityfortrainingEquityincompensationandbenefitsMotivatingLow-Skilled,Minimum-WageEmployeesEmployeerecognitionprogramsProvisionofsincerepraise

16–37CurrentIssuesinMotivation(cont’d)DesigningAppropriateRewardsProgramsOpen-bookmanagementInvolvingemployeesinworkplacedecisionbyopeningupthefinancialstatementsoftheemployer.EmployeerecognitionprogramsGivingpersonalattentionandexpressinginterest,approval,andappreciationforajobwelldone.Pay-for-performanceVariablecompensationplansthatrewardemployeesonthebasisoftheirperformance:Piecerates,wageincentives,profit-sharing,andlump-sumbonuses

16–38CurrentIssuesinMotivation(cont’d)DesigningAppropriateRewardsPrograms(cont’d)StockoptionprogramsUsingfinancialinstruments(inlieuofmonetarycompensation)thatgiveemployeestherighttopurchasesharesofcompanystockataset(option)price.Optionshavevalueifthestockpricerisesabovetheoptionprice;theybecomeworthlessifthestockpricefallsbelowtheoptionprice.

16–39Exhibit16–11 RecommendationsforDesigningStockOptions*Vestingreferstothetimethatmustpassbeforeapersoncanexercisetheoption.Source:

P.Brandes,R.Dharwadkar,andG.V.Lemesis,“EffectiveEmployeeStockOptionDesign:ReconcilingStakeholder,Strategic,andMotivationalFactors,”AcademyofManagementExecutive,February2003,p.84.

16–40Exhibit16–11(cont’d) RecommendationsforDesigningStockOptionsSource:

P.Brandes,R.Dharwadkar,andG.V.Lemesis,“EffectiveEmployeeStockOptionDesign:ReconcilingStakeholder,Strategic,andMotivationalFactors,”Ac