Foundations of Employee Motivation

Transcription

1 Fundatins f Emplyee Mtivatin Mtivatin refers t the frces within a persn that affect his r her directin, intensity, and persistence f vluntary behavir Particular level f effrt (intensity) Certain amunt f time (persistence) Particular gal (directin Althugh is definitin is still being debated, emplyee engagement is defined as an individual s emtinal and cgnitive (ratinal) mtivatin, particularly a fcused, intense, persistent, and purpsive effrt tward wrk-related gals Emplyee Drives and Needs T understand hw t create a mre engaged and mtivated wrkfrce, we need t understand the mtivatinal frces r prime mvers f emplyee behavir Drives (Als called primary needs) are defined as hardwired characteristics f the brain that attempt t keep us in balance by crrecting deficiencies Drives accmplish this task by prducing emtins t energize us t act n ur envirnment. A few drives that are cnsistently identified in research include the drive fr scial interactin, understanding the envirnment, cmpetence r status, and defending neself against physilgical and psychlgical harm. Everyne has drives and is brn with them. They are prime mvers f behavir because they generate emtins. Needs are gal-directed frces that peple experience. They are the mtivatinal frces f emtins channeled tward particular gals t crrect deficiencies r imbalances. Suppse yu arrive at wrk t discver a stranger sitting at yur desk. Seeing this situatin prduces emtins (wrry, curisity) that mtivate yu t act. These emtins are generated frm drives, such as the drive t defend and the drive t knw. The emtinal reactins t seeing the stranger sitting at yur desk represent the frces that mve yu, but yu channel thse emtins twards specific gals

2 Everyne has the same drives, they are hardwired thrugh evlutin. The type and intensity f emtins frmed in a particular situatin varies frm ne persn t the next. Individual s self-cncept (as well as persnality and values), scial nrms, and past experience amplify r suppress drive-based emtins, resulting in strnger r weaker needs This explains why needs can be learned t sme extent. Scializatin and reinfrcement may cause peple t alter their self-cncept smewhat, resulting in strnger r weaker need fr scial interactin, achievement, etc. Maslw s needs Hierarchy Thery Frm the base f the pyramid t the tp (lwest t highest need) it is: Physilgical (need fr fd, air, water, shelter, etc.) Safety (need fr security and stability) Belngingness/Lve (interactin with and affectin frm thers) Esteem (need fr self-esteem and scial esteem/status) Self-Actualizatin (Self-fulfillment, realizatin f ptential) Althugh in real life this hierarchy thery has failed t prve true, Maslw deserves credit fr bringing a mre hlistic, humanistic, and psitive apprach t the study f human mtivatin: The Hlistic Perspective : Maslw explained that the varius needs shuld be studied tgether (hlistically) because human behavir is typically initiated by mre than ne need at the same time Humanistic Perspective: Intrduced the idea that higher-rder needs are influenced by persnal and scial influences, nt just instincts Psitive Perspective: Maslw ppularized the previusly develped cncept f selfactualizatin, suggesting that peple are naturally mtivated t reach their ptential and rganizatins/scieties need t be structured t help peple cntinue and develp this mtivatin Learned Needs Thery Earlier we nted that drives are innate, whereas needs are shaped, amplified r suppressed thrugh self-cncept, scial nrms, and past experience. David McClelland investigated the idea, recgnizing that a persn s needs can be strengthened, and examined three learned needs: achievement, pwer and affiliatin:

3 Need fr achievement (nach) Peple with a strng nach want t accmplish reasnably challenging gals, and desire unambiguus feedback and recgnitin fr their success. Mney is a weak mtivatr, except when it prvides feedback and recgnitin. Emplyees with lw nach perfrm wrk better when mney is used as an incentive. Need fr Affiliatin (naff) is a need in which peple seek apprval frm thers, cnfrm t their wishes and expectatins, and avid cnflict and cnfrntatin. High naff emplyees wrk well in crdinate rles t mediate cnflicts and in sales psitins, hwever they are less effective at allcating scarce resurces and making ther decisins that can generate cnflict Peple in decisin making psitins shuld have a lw naff s that chices are nt made t satisfy a persnal need fr apprval Need fr Pwer Peple with a high npw want t exercise cntrl ver thers and are cncerned abut maintaining their leadership psitin Individuals wh rely n pwer fr its wn sake and use it t advance persnal interest, r wear it as a status symbl, have a high need fr persnalized pwer thers have a high need fr scialized pwer because they desire pwer as a means t help thers Fur-Drive Thery Develped by Harvard prfessrs Paul Lawrence and Nitin Nhria, it is a mtivatin thery that is based n the innate drives t acquire, bnd, learn, and defend, and that incrprates bth emtins and ratinality. The thery states that all 4 cmpnents are innate and hardwired int ur brains, and there is n hierarchy, they are independent. Drive T Acquire This is the drive t seek, take, cntrl, and retain bjects and persnal experiences. It ges beynd basic fd and water, including ne s self-cncept thrugh relative status and recgnitin in sciety. It is the fundatin f cmpetitin and the basis fr ur need f esteem. The purpse f it is t achieve a higher psitin than thers, nt just t fulfill ne s physilgical needs Drive t Bnd

4 This drive t frm scial relatinships and develp mutual caring cmmitments with thers. It explains why peple frm scial identities by aligning their selfcncept with varius scial grups Mtivates peple t cperate, and, cnsequently, is a fundamental ingredient in the success f rganizatins and the develpment f scieties Drive t Learn This is the drive t satisfy ur curisity, t knw and understand urselves and the envirnment arund us. When bserving smething that is incnsistent with r beynd ur current knwledge, we experience a tensin that mtivates us t clse that infrmatin gap The drive t learn is related t higher-rder needs f grwth and selfactualizatin Drive t Defend This is the drives t prtect urselves physically and scially. Prbably the first drive t develp, it creates a fight r flight respnse in the face f persnal danger It ges beynd the physical self t, including defending ur relatinships, ur acquisitins, and ur belief system. Expectancy Thery Of Mtivatin Expectancy Thery is a mtivatin thery based n the idea that wrk effrt is directed twards behavirs that peple believe will lead t desired utcmes. The individual s effrt level is based n three factrs. All three cmpnents influence emplyee mtivatin, and if any cmpnent weakens, mtivatin weakens. The cmpnents are: E-t-P expectancy is the individual s perceived prbability that his r her effrt will result in a particular level f perfrmance. In sme situatins emplyees may believe that they can unquestinably accmplish the task (a prbability f 1.0) and in ther situatins, they can expect that even their highest effrt will NOT

5 result in desired perfrmance level (a prbability f 0.0). In mst cases the E-t-P falls smewhere between these tw extremes P-t-O Expectancy: the perceived prbability that a specific behavir r perfrmance level will lead t a particular utcmes. Emplyee may believe that perfrmance will definitely result in a particular utcme (prbability f 1.0) r definitely nt result in the utcme (prbability f 0.0) Outcmes Valences: a valance is the anticipated satisfactin r dissatisfactin than an individual feels tward an utcme. It ranges frm negative t psitive (The actual range desn t matter; it may be frm -1 t +1 r frm -100 t +100). An utcme valence represents a persn s anticipated satisfactin with the utcme. They tend t be psitive when they are cnsistent with ur values and satisfy ur needs ; they have a negative valence when they ppse ur values and inhibit need fulfillment. Several practical applicatins f expectancy thery are described belw: Increase E-t-P Expectancies: these are influenced by the individual s belief that he r she can successfully cmplete the task. Sme cmpanies increase this can-d attitude by assuring emplyees that they have the necessary cmpetencies, clear rle perceptins, and necessary resurces t reach the desired levels f perfrmance. Increase P-t-O Expectancies: the mst bvius way t imprve this is t measure emplyee perfrmance accurately and distribute mre valued rewards t thse with higher jb perfrmance. Emplyees will believe that higher perfrmance results in higher rewards. Leaders shuld use examples, anecdtes, and ceremnies t illustrate when behavir has been rewarded Increase Outcme Valences: One size des nt fit all in the business f mtivating and rewarding peple. Leaders must find ways t individualize rewards, r identify rewards that d nt have a negative valence fr sme staff (in scenaris where rewards are standardized). Organizatinal Behavir Mdificatin Organizatin Behavir Mdificatin is a thery that explains emplyee behavirs in terms f the antecedent cnditins and cnsequences f that behavir. The A-B-C mdel represents OB Md s cre elements

6 Essential it attempts t change behavir (B) by managing its antecedents (A) and cnsequences (C). Cnsequences are events fllwing a particular behavir that influences its future ccurrence, such as cmpliments r teasing frm c-wrkers when the emplyee wears safety gggles. Antecedents are events preceding the behavir, infrming emplyees that a particular actin will prduce specific cnsequences. Fr example, an antecedent may be a sund frm yur cmputer signaling that an has arrive r a request frm yur supervisr asking yu t cmplete a task by tmrrw. Antecedents d nt cause behaviur. The cmputer sund desn t cause us t pen ur . Rather, the sund (antecedent) is a cue telling us that if we check ur (behaviur) we are certain t find a new message (cnsequence) OB Thery identifies 4 types f cnsequences: Psitive Reinfrcement ccurs when intrductin f a cnsequence increase r maintains the frequency r future prbability f a specific behaviur. An example is receiving praise after cmpleting a prject Punishment ccurs when a cnsequence decreases the frequency r future prbability f a behaviur Negative Reinfrcement ccurs when the remval r avidance f a cnsequence increases r maintains the frequency r future prbability f a specific behaviur. Fr example, a manager stps criticizing an emplyee with substandard perfrmance when it increases. Extinctin ccurs when the target behaviur decreases because n cnsequence fllws it. Fr example, perfrmance declines when managers stp cngratulating emplyees fr their gd wrk. Cntinuus reinfrcement is prviding psitive reinfrcement after every ccurrence f the desired behaviur this is psitive reinfrcement. The variable rati schedule is best fr reinfrcing learned behaviur, in which the behaviur is reinfrced after a variable number f times. Salespeple experience variable rati reinfrcement because they make a successful sale (reinfrce) after a varying number f client calls

7 Scial Cgnitive Thery Scial cgnitive thery states that much learning and mtivatin ccurs by bserving and mdelling thers, as well as by anticipating the cnsequences f ur behaviur Peple learn the cnsequences f behaviur by bserving r hearing abut what happened t ther peple, nt just by directly experiencing the cnsequences S, hearing a cwrker was fired fr being rude t a client increases yur perceptin that rude behaviur will result in being fired In ther wrds, it changes a persn s perceived P-t-O prbability used in expectancy thery. An imprtant part f cgnitive thery is that human beings set gals and engage in ther frms f intentinal, purpsive actin. They establish their wn shrt and lng-term bjectives, chse their wn standards f achievement, wrk ut a plan f actin, etc. Furthermre, peple self-regulate by engaging in self-reinfrcement: that is, they reward and punish themselves fr exceeding r falling shrt f their self-set standards f excellence. Fr example, yu might have a gal cmpleting the rest f this chapter, after which yu reward yurself by having a snack. Gal Setting is the prcess f mtivating emplyees and clarifying their rle perceptins by establishing perfrmance bjectives. There are 6 key characteristics f gal setting are: Specific Gals emplyees put mre effrt int a task when they wrk tward specific gals with specific time deadlines rather than d yur best targets Relevant Gals Gals must als be relevant t the individual s jb and be within his r her cntrl Challenging Gals challenging gals (rather than easy nes) tend t raise the emplyee s intensity and persistence f wrk effrt and t think thrugh infrmatin mre actively. They als fulfill a persn s achievement r grwth needs nce the task is cmpleted Gal Cmmitment ideally gals shuld be challenging withut being s difficult that emplyees lse their mtivatin t achieve them Gal Participatin (smetimes) Gal setting is usually mre effective when emplyees are invlved in the setting f gals. Ptentially creates higher level f gal cmmitment

8 Gal Feedback feedback is anther necessary cnditin fr effective gal setting. Feedback is any infrmatin that lets us knw whether we have achieve the gal r are prperly directing ur effrt twards it A Balanced Screcard (BSC) represents an rganizatin-level frm f gal setting and feedback that attempts t represent bjectives acrss varius stakehlders and prcesses. It translates the rganizatin s visin and missin int specific, measurable perfrmance gals related t financial, custmer, internal, and learning/grwth (human capital) prcesses. Fr example, an airline might include n-time perfrmance as ne f its custmer prcess gals, and # f hurs f safety training per emplyee and learning/grwth gals Effective feedback shuld be specific and relevant : Infrmatin shuld refer t specific metrics (ex: increase sales 5% in the last mnth), and t the individual s behaviur r utcmes within his r her cntrl. Feedback shuld als be timely, sn after the behaviur r results ccur s that emplyees see a clear assciatin between actin and cnsequence. It must als be credible, as peple are mre likely t accept feedback frm trustwrthy surces. It shuld als be sufficiently frequent. Strengths-based caching (aka appreciative caching) is a psitive rganizatinal behaviur apprach t caching and feedback that fcuses n building and leveraging the emplyee s strengths rather than trying t crrect his r her weaknesses. Multisurce (360-degree) Feedback is a scial frm f feedback that has been widely used in rganizatins. Infrmatin abut an emplyee s perfrmance cllected frm a full circle f peple, including subrdinates, peers, supervisrs and custmers. This tends t prvide mre cmplete and accurate infrmatin than feedback frm a supervisr alne. Organizatinal Justice Distributive Justice refers t perceived fairness in the individual s rati f utcmes t cntributins cmpared with anther persn s rati f utcmes t cntributins. Prcedural Justice, n the ther hand, refers t perceived fairness f the prcedures used t decide the distributin f resurces Equity Thery is a thery explaining hw peple develp perceptins f fairness in the distributin and exchange f resurces. Emplyees develp perceptins f fairness by cmparing their wn utcme/input rati t the utcme/input rati f sme ther persn

9 Peple vary in equity sensitivity, that is, hw strngly they feel abut the utcme/input ratis f thers