1、Copyright 2012 Pearson Education, Inc. Publishing as Prentice Hall Management, Eleventh Edition by Stephen P. Robbins & Mary Coulter2012 Pearson Education, Inc. All rights reserved16- 1 Copyright 2012 Pearson Education, Inc. Publishing as Prentice Hall Management, Eleventh Edition by Stephen P. Robb

2、ins & Mary Coulter2012 Pearson Education, Inc. All rights reserved16- 2 Define motivation Compare and contrast early theories of motivationCompare and contrast contemporary theories of motivationDiscuss current issues in motivationCopyright 2012 Pearson Education, Inc. Publishing as Prentice Hall Ma

3、nagement, Eleventh Edition by Stephen P. Robbins & Mary Coulter2012 Pearson Education, Inc. All rights reserved16- 3 What Is Motivation? Motivation - the process by which a persons efforts are energized, directed, and sustained toward attaining a goal.Copyright 2012 Pearson Education, Inc. Publishin

4、g as Prentice Hall Management, Eleventh Edition by Stephen P. Robbins & Mary Coulter2012 Pearson Education, Inc. All rights reserved16- 4 Early Theories of Motivation Maslows Hierarchy of Needs McGregors Theories X and Y Herzbergs Two-Factor Theory McClellands Three Needs TheoryCopyright 2012 Pearso

5、n Education, Inc. Publishing as Prentice Hall Management, Eleventh Edition by Stephen P. Robbins & Mary Coulter2012 Pearson Education, Inc. All rights reserved16- 5 Maslows Hierarchy of Needs Theory Hierarchy of needs theory - Maslows theory that human needs physiological, safety, social, esteem, an

6、d self-actualization form a sort of hierarchy.Copyright 2012 Pearson Education, Inc. Publishing as Prentice Hall Management, Eleventh Edition by Stephen P. Robbins & Mary Coulter2012 Pearson Education, Inc. All rights reserved16- 6 Maslows Hierarchy of Needs Theory (cont.) Physiological needs - a pe

7、rsons needs for food, drink, shelter, sexual satisfaction, and other physical needs. Safety needs - a persons needs for security and protection from physical and emotional harm. Social needs - a persons needs for affection, belongingness, acceptance, and friendship.Copyright 2012 Pearson Education,

8、Inc. Publishing as Prentice Hall Management, Eleventh Edition by Stephen P. Robbins & Mary Coulter2012 Pearson Education, Inc. All rights reserved16- 7 Maslows Hierarchy of Needs Theory (cont.) Esteem needs - a persons needs for internal factors (e.g., self-respect, autonomy, and achievement) and ex

9、ternal factors (such as status, recognition, and attention). Self-actualization needs - a persons need to become what he or she is capable of becoming.Copyright 2012 Pearson Education, Inc. Publishing as Prentice Hall Management, Eleventh Edition by Stephen P. Robbins & Mary Coulter2012 Pearson Educ

10、ation, Inc. All rights reserved16- 8 Exhibit 16-1: MaslowsHierarchy of NeedsCopyright 2012 Pearson Education, Inc. Publishing as Prentice Hall Management, Eleventh Edition by Stephen P. Robbins & Mary Coulter2012 Pearson Education, Inc. All rights reserved16- 9 McGregors Theory X and Theory Y Theory

11、 X - the assumption that employees dislike work, are lazy, avoid responsibility, and must be coerced to perform. Theory Y - the assumption that employees are creative, enjoy work, seek responsibility, and can exercise self-direction.Copyright 2012 Pearson Education, Inc. Publishing as Prentice Hall

12、Management, Eleventh Edition by Stephen P. Robbins & Mary Coulter2012 Pearson Education, Inc. All rights reserved16- 10 Herzbergs Two-Factor Theory Two-factor theory (motivation-hygiene theory) - the motivation theory that claims that intrinsic factors are related to job satisfaction and motivation,

13、 whereas extrinsic factors are associated with job dissatisfaction.Copyright 2012 Pearson Education, Inc. Publishing as Prentice Hall Management, Eleventh Edition by Stephen P. Robbins & Mary Coulter2012 Pearson Education, Inc. All rights reserved16- 11 Herzbergs Two-Factor Theory (cont.) Hygiene fa

14、ctors - factors that eliminate job dissatisfaction, but dont motivate. Motivators - factors that increase job satisfaction and motivation.Copyright 2012 Pearson Education, Inc. Publishing as Prentice Hall Management, Eleventh Edition by Stephen P. Robbins & Mary Coulter2012 Pearson Education, Inc. A

15、ll rights reserved16- 12 Exhibit 16-2: Herzbergs Two Factor TheoryCopyright 2012 Pearson Education, Inc. Publishing as Prentice Hall Management, Eleventh Edition by Stephen P. Robbins & Mary Coulter2012 Pearson Education, Inc. All rights reserved16- 13 Exhibit 16-3: Contrasting Views ofSatisfaction-

16、DissatisfactionCopyright 2012 Pearson Education, Inc. Publishing as Prentice Hall Management, Eleventh Edition by Stephen P. Robbins & Mary Coulter2012 Pearson Education, Inc. All rights reserved16- 14 Three-Needs Theory (McClelland) Three-needs theory - the motivation theory that sites three acquir

17、ed (non-innate) needs (achievement, power, and affiliation) as major motives in work. Need for achievement (nAch) - the drive to succeed and excel in relation to a set of standards.Copyright 2012 Pearson Education, Inc. Publishing as Prentice Hall Management, Eleventh Edition by Stephen P. Robbins &

18、 Mary Coulter2012 Pearson Education, Inc. All rights reserved16- 15 Three-Needs Theory (cont.) Need for power (nPow) - the need to make others behave in a way that they would not have behaved otherwise. Need for affiliation (nAff) - the desire for friendly and close interpersonal relationships.Copyr

19、ight 2012 Pearson Education, Inc. Publishing as Prentice Hall Management, Eleventh Edition by Stephen P. Robbins & Mary Coulter2012 Pearson Education, Inc. All rights reserved16- 16 Exhibit 16-4: TAT PicturesCopyright 2012 Pearson Education, Inc. Publishing as Prentice Hall Management, Eleventh Edit

20、ion by Stephen P. Robbins & Mary Coulter2012 Pearson Education, Inc. All rights reserved16- 17 Contemporary Theories of Motivation Goal-setting theory - the proposition that specific goals increase performance and that difficult goals, when accepted, result in higher performance than do easy goals.

21、Self-efficacy - an individuals belief that he or she is capable of performing a task.Copyright 2012 Pearson Education, Inc. Publishing as Prentice Hall Management, Eleventh Edition by Stephen P. Robbins & Mary Coulter2012 Pearson Education, Inc. All rights reserved16- 18 Contemporary Theories of Mot

22、ivation (cont.) Reinforcement theory - the theory that behavior is a function of its consequences. Reinforcers - consequences immediately following a behavior which increase the probability that the behavior will be repeated.Copyright 2012 Pearson Education, Inc. Publishing as Prentice Hall Manageme

23、nt, Eleventh Edition by Stephen P. Robbins & Mary Coulter2012 Pearson Education, Inc. All rights reserved16- 19 Exhibit 16-5: Goal-Setting TheoryCopyright 2012 Pearson Education, Inc. Publishing as Prentice Hall Management, Eleventh Edition by Stephen P. Robbins & Mary Coulter2012 Pearson Education,

24、 Inc. All rights reserved16- 20 Designing Motivating Jobs Job design - the way tasks are combined to form complete jobs. Job scope - the number of different tasks required in a job and the frequency with which those tasks are repeated. Job enlargement - the horizontal expansion of a job that occurs

25、as a result of increasing job scope.Copyright 2012 Pearson Education, Inc. Publishing as Prentice Hall Management, Eleventh Edition by Stephen P. Robbins & Mary Coulter2012 Pearson Education, Inc. All rights reserved16- 21 Designing Motivating Jobs (cont.) Job enrichment - the vertical expansion of

26、a job that occurs as a result of additional planning and evaluation of responsibilities. Job depth - the degree of control employees have over their work. Job characteristics model (JCM) - a framework for analyzing and designing jobs that identifies five primary core job dimensions, their interrelat

27、ionships, and their impact on outcomes.Copyright 2012 Pearson Education, Inc. Publishing as Prentice Hall Management, Eleventh Edition by Stephen P. Robbins & Mary Coulter2012 Pearson Education, Inc. All rights reserved16- 22 Five Core Job Dimensions Skill variety - the degree to which a job require

28、s a variety of activities so that an employee can use a number of different skills and talents. Task identity - the degree to which a job requires completion of a whole and identifiable piece of work.Copyright 2012 Pearson Education, Inc. Publishing as Prentice Hall Management, Eleventh Edition by S

29、tephen P. Robbins & Mary Coulter2012 Pearson Education, Inc. All rights reserved16- 23 Five Core Job Dimensions (cont.) Task significance - the degree to which a job has a substantial impact on the lives or work of other people. Autonomy - the degree to which a job provides substantial freedom, inde

30、pendence, and discretion to the individual in scheduling work and determining the procedures to be used in carrying it out.Copyright 2012 Pearson Education, Inc. Publishing as Prentice Hall Management, Eleventh Edition by Stephen P. Robbins & Mary Coulter2012 Pearson Education, Inc. All rights reser

31、ved16- 24 Five Core Job Dimensions (cont.) Feedback - the degree to which carrying out work activities required by a job results in the individuals reception of direct and clear information about his or her performance effectiveness.Copyright 2012 Pearson Education, Inc. Publishing as Prentice Hall

32、Management, Eleventh Edition by Stephen P. Robbins & Mary Coulter2012 Pearson Education, Inc. All rights reserved16- 25 Exhibit 16-6: Job Characteristics Model Copyright 2012 Pearson Education, Inc. Publishing as Prentice Hall Management, Eleventh Edition by Stephen P. Robbins & Mary Coulter2012 Pea

33、rson Education, Inc. All rights reserved16- 26 Redesigning Job Design Approaches Relational perspective of work design - an approach to job design that focuses on how peoples tasks and jobs are increasingly based on social relationships. Proactive perspective of work design - an approach to job desi

34、gn in which employees take the initiative to change how their work is performed.Copyright 2012 Pearson Education, Inc. Publishing as Prentice Hall Management, Eleventh Edition by Stephen P. Robbins & Mary Coulter2012 Pearson Education, Inc. All rights reserved16- 27 Exhibit 16-7: Guidelines for Job

35、RedesignCopyright 2012 Pearson Education, Inc. Publishing as Prentice Hall Management, Eleventh Edition by Stephen P. Robbins & Mary Coulter2012 Pearson Education, Inc. All rights reserved16- 28 Redesigning Job Design Approaches (cont.) High-involvement work practices - work practices designed to el

36、icit greater input or involvement from workers.Copyright 2012 Pearson Education, Inc. Publishing as Prentice Hall Management, Eleventh Edition by Stephen P. Robbins & Mary Coulter2012 Pearson Education, Inc. All rights reserved16- 29 Equity Theory Equity theory - the theory that an employee compares

37、 his or her jobs input-outcome ratio with that of relevant others and then corrects any inequity. Referents - the persons, systems, or selves against which individuals compare themselves to assess equity. Distributive justice - perceived fairness of the amount and allocation of rewards among individ

38、uals.Copyright 2012 Pearson Education, Inc. Publishing as Prentice Hall Management, Eleventh Edition by Stephen P. Robbins & Mary Coulter2012 Pearson Education, Inc. All rights reserved16- 30 Exhibit 16-8: Equity TheoryCopyright 2012 Pearson Education, Inc. Publishing as Prentice Hall Management, El

39、eventh Edition by Stephen P. Robbins & Mary Coulter2012 Pearson Education, Inc. All rights reserved16- 31 Expectancy Theory Expectancy theory - the theory that an individual tends to act in a certain way based on the expectation that the act will be followed by a given outcome and on the attractiven

40、ess of that outcome to the individual.Copyright 2012 Pearson Education, Inc. Publishing as Prentice Hall Management, Eleventh Edition by Stephen P. Robbins & Mary Coulter2012 Pearson Education, Inc. All rights reserved16- 32 Expectancy Theory Expectancy Relationships Expectancy (effort-performance l

41、inkage) The perceived probability that an individuals effort will result in a certain level of performance. Instrumentality The perception that a particular level of performance will result in attaining a desired outcome (reward). Valence The attractiveness/importance of the performance reward (outc

42、ome) to the individual.Copyright 2012 Pearson Education, Inc. Publishing as Prentice Hall Management, Eleventh Edition by Stephen P. Robbins & Mary Coulter2012 Pearson Education, Inc. All rights reserved16- 33 Exhibit 16-9: Expectancy ModelCopyright 2012 Pearson Education, Inc. Publishing as Prentic

43、e Hall Management, Eleventh Edition by Stephen P. Robbins & Mary Coulter2012 Pearson Education, Inc. All rights reserved16- 34 Current Issues in Motivation Cross-Cultural Challenges Motivational programs are most applicable in cultures where individualism and achievement are cultural characteristics

44、. Uncertainty avoidance of some cultures inverts Maslows needs hierarchy. The need for achievement (nAch) is lacking in other cultures. Collectivist cultures view rewards as “entitlements” to be distributed based on individual needs, not individual performance.Copyright 2012 Pearson Education, Inc.

45、Publishing as Prentice Hall Management, Eleventh Edition by Stephen P. Robbins & Mary Coulter2012 Pearson Education, Inc. All rights reserved16- 35 Exhibit 16-10: Integrating ContemporaryTheories of MotivationCopyright 2012 Pearson Education, Inc. Publishing as Prentice Hall Management, Eleventh Edi

46、tion by Stephen P. Robbins & Mary Coulter2012 Pearson Education, Inc. All rights reserved16- 36 Motivating a Diverse Workforce Motivating a diverse workforce through flexibility: Men desire more autonomy than do women. Women desire learning opportunities, flexible work schedules, and good interperso

47、nal relations. Motivating Unique Groups of WorkersCopyright 2012 Pearson Education, Inc. Publishing as Prentice Hall Management, Eleventh Edition by Stephen P. Robbins & Mary Coulter2012 Pearson Education, Inc. All rights reserved16- 37 Motivating Unique Groups of Workers Motivating a Diverse Workfo

48、rce Compressed workweek Longer daily hours, but fewer days Flexible work hours (flextime) Specific weekly hours with varying arrival, departure, lunch and break times around certain core hours during which all employees must be present Job Sharing Two or more people split a full-time job Telecommuti

49、ng Employees work from home using computer linksCopyright 2012 Pearson Education, Inc. Publishing as Prentice Hall Management, Eleventh Edition by Stephen P. Robbins & Mary Coulter2012 Pearson Education, Inc. All rights reserved16- 38 Motivating Professionals Characteristics of professionals Strong

50、and long-term commitment to their field of expertise Loyalty is to their profession, not to the employer Have the need to regularly update their knowledge Dont define their workweek as 8:00 am to 5:00 pm. Motivating Unique Groups of WorkersCopyright 2012 Pearson Education, Inc. Publishing as Prentic

51、e Hall Management, Eleventh Edition by Stephen P. Robbins & Mary Coulter2012 Pearson Education, Inc. All rights reserved16- 39 Motivating Contingent Workers Opportunity to become a permanent employee Opportunity for training Equity in compensation and benefits Motivating Low-Skilled, Minimum-Wage Em

52、ployees Employee recognition programs Provision of sincere praiseMotivating Unique Groups of WorkersCopyright 2012 Pearson Education, Inc. Publishing as Prentice Hall Management, Eleventh Edition by Stephen P. Robbins & Mary Coulter2012 Pearson Education, Inc. All rights reserved16- 40 Open-book management - a motivational approach in