W7 - Leading Developing - P1 - Motivating

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Semester 1/AY 2023-24 _Week 7:

BU6004 – Leading & Developing


Motivating employees
Semester 1_ AY 2023-24 1
Session Learning outcomes
• Define motivation.
• Summarize the MARS model.
• Discuss Maslow’s hierarchy of needs.
• Explain McClelland’s Learned Needs theory.
• Describe the “four-drive” theory & explain how these drives
influence motivation & behavior.
• Explain the “expectancy” theory model and discuss its practical
implications for motivating employees.
• Diagram the job characteristics model of job design.

Semester 1_ AY 2023-24 2
Quick recap
• Define management.
• Identify the functions of management and different types of managers.
• List the 3 types of managerial roles as proposed by Henry Mintzberg.
• List the various components of the general, task and internal environment
of a business organisation.
• List the different types of plans used by organisations.
• What are the classifications of organisation structure based on the
horizontal differentiation?
• What are the different methods of control used within an organisation?

Semester 1_ AY 2023-24 3
Before we begin, think about this..

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MOTIVATION- DEFINITION
“The forces within a person that affect his or
her direction, intensity and persistence of
voluntary behavior”
(C.W.L Hill &SL McShane 2008. Principles of Management p317 Motivation)

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EMPLOYEE ENGAGEMENT
Employee engagement
Employees’ emotional and cognitive (rational) motivation, their
perceived ability to perform the job, their clear understanding of the
organization’s vision and their specific role in that vision, and their
belief that they have been given the resources to get the job done.
(C.W.L Hill &SL McShane 2008. Principles of Management p316 Motivation)

Semester 1_ AY 2023-24 6
WAYS TO ENHANCE EMPLOYEE ENGAGEMENT
• Managers make a huge difference in how much employees feel engaged or
disengaged, as well as their resulting behavior and performance.
• Effective managers figure out what motivates employees and align their
tasks to those needs.
• Following are some ways to enhance employee engagement:
➢ Provide challenging yet fulfilling goals.
➢ Follow up with constructive, supportive feedback.
➢ Align rewards and recognition with employee performance.
➢ Ensure that rewards are allocated fairly.
➢ Design jobs in which employees experience fulfillment from the work
itself.

Semester 1_ AY 2023-24 7
MARS MODEL OF INDIVIDUAL
BEHAVIOUR AND RESULTS
MARS model

A model that outlines the four factors that influence an employee’s


voluntary behavior and resulting performance—motivation, ability, role
perceptions, and situational factors.

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MARS MODEL OF INDIVIDUAL
BEHAVIOUR AND RESULTS

Semester 1_ AY 2023-24 9
MARS MODEL OF INDIVIDUAL
BEHAVIOUR AND RESULTS
• Motivation: The forces within a person that affect his or her direction,
intensity and persistence of voluntary behavior

• Ability: Having skills or knowledge gives you confidence to do


something. Ability – job match. If your skills match the job, then you are
more likely to perform on the job.

• Role perception: Knowing your job or role in a certain system creates


clarity. If things are unclear people are not keen to act.

• Situational Factors: The situation you are in will have a direct effect on
you. Performing the same task under stress or when relaxed is a huge
difference.

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Activity
Scenario:
An insurance company has high level of absenteeism among the
office staff. The head of office administration believes employees
are misusing the company’s sick leave benefits, whereas
employees say otherwise.

USE THE MARS MODEL TO DISCUSS SOME POSSIBLE REASONS


FOR ABSENTEEISM IN THE COMPANY AND HOW IT MIGHT BE
REDUCED.

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Case Study: Doll factory

See handout

• Week 7>> W7_Case studies

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12
MANAGING EMPLOYEE MOTIVATION

PART
1

PART
3

PART
2

Semester 1_ AY 2023-24 13
MANAGING EMPLOYEE
MOTIVATION

Semester 1_ AY 2023-24 14
MANAGING EMPLOYEE
MOTIVATION

Semester 1_ AY 2023-24 15
MANAGING EMPLOYEE MOTIVATION
PART 1 MASLOW’S NEEDS HIERARCHY THEORY

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MANAGING EMPLOYEE MOTIVATION

PART 1 MASLOW’S NEEDS HIERARCHY THEORY

HOW THE THEORY APPLIES IN THE WORKPLACE


NO ASSERTION EXAMPLE
1 Employees have different needs at E.g., They value different things; time off,
different times money etc.
2 Employees have several E.g., Money, flexible working hours,
interdependent needs and not just rewards
one need
3 Most employees want to achieve Organisations must be structured in a way
their full potential. to support this
4 Employee needs are influenced by managers can adjust employee motivation
values and norms- based on the norms and values of each
employee

Semester 1_ AY 2023-24 17
MANAGING EMPLOYEE MOTIVATION
PART 1 LEARNED NEEDS THEORY

McClelland expanded on Maslow’s theory that need strength is reinforced or


weakened by personal values, social influences & cultural norms.

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MANAGING EMPLOYEE MOTIVATION
PART 1 LEARNED NEEDS THEORY

1. Need for achievement: Characteristics include;


• Prefer to work alone rather than in teams
• Choose tasks with moderate degree of risk
• Desire clear feedback
• Desire recognition for their success
Example: Do Entrepreneurs have a high or low level of need for achievement?

2. Need for affiliation (desire & need approval from others): Characteristics include;
• Respond to wishes and expectations of others
• Avoids conflict and confrontation
• Tends to actively support others and resolve conflicts
Example: Why should effective leaders have a low need for affiliation?

3. Need for power: Characteristics include;


• Need to exercise control over others and are concerned with maintaining leadership
positions
• Enjoy their power to advance personal interests
• High need for socialized power as they desire power as a way to help others
Example: Should effective leaders have a high need for socialised power rather than
personalized power?
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MANAGING EMPLOYEE MOTIVATION
PART 1 FOUR DRIVE THEORY

A motivation theory based on the innate drives to acquire, bond, learn and
defend that incorporates both emotions and rationality.

Introduced by
Harvard
Business School
professors Paul
Lawrence and
Nitin Nohria.

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MANAGING EMPLOYEE MOTIVATION
PART 1 FOUR DRIVE THEORY

Drive to acquire: This is the drive to seek,


Drive to bond: This is the drive to form
take, control, and retain objects and personal
social relationships and develop mutual
experiences. The drive to acquire extends
caring commitments with others. Research
beyond basic food and water; it includes the
indicates that people invest considerable time
need for relative status and recognition in
and effort in forming and maintaining
society. Thus, it is the foundation of
relationships without any special
competition and the basis of our need for
circumstances or ulterior motives.
esteem.

Drive to learn: This is the drive to satisfy Drive to defend: This drive creates a “fight-or-
our curiosity, to know and understand flight” response in the face of personal danger.
ourselves and the environment around us. It goes beyond protecting physical self. It
When observing something that is includes defending our relationships, our
inconsistent with or beyond our current acquisitions, and our belief systems. The drive
knowledge, we experience a tension that to defend is always reactive—it is triggered by
motivates us to close that information gap. threat. In contrast, the other three drives are
The drive to learn is related to the self- always proactive—we actively seek to improve
actualization need described earlier. our acquisitions, relationships, and knowledge.

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MANAGING EMPLOYEE
MOTIVATION

Semester 1_ AY 2023-24 22
MANAGING EMPLOYEE MOTIVATION
PART 2 GOAL SETTING AND FEEDBACK

• Goal setting is the process of motivating employees and clarifying their role
perceptions by establishing performance objectives.
• Goal setting improves role perceptions and consequently clarifies the direction of
• employee effort.
• When conducted effectively, goal setting can also increase the intensity and
persistence of effort.
• It achieves this higher level of motivation through employee buy-in and by
raising the level of personal goal expectations.

• Employees who receive feedback are more likely to be motivated.


• Employees may not always know how they're doing or what they could improve,
and this can lead them to lose motivation.
• Feedback is important in the workplace to boost employee motivation.

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MANAGING EMPLOYEE MOTIVATION
PART 2 EXPECTANCY THEORY OF MOTIVATION

A motivation theory based on the idea that work effort is directed


towards behaviours that people believe will lead to desired outcomes.

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MANAGING EMPLOYEE MOTIVATION
PART 2 EXPECTANCY THEORY OF MOTIVATION
E-to-P expectancy: This refers to the individual’s perception that his or her effort will result in a
particular level of performance.
• In some situations, employees may believe that they can unquestionably accomplish a task (a
probability of 1.0).
• In other situations, they expect that even their highest level of effort will not result in the desired
performance level (a probability of 0.0).
• In most cases the E-to-P expectancy falls somewhere between these two extremes.
P-to-O expectancy: This is the perceived probability that a specific behavior or performance
level will lead to particular outcomes.
• In extreme cases employees may believe that accomplishing a particular task (performance) will
definitely result in a particular outcome (a probability of 1.0).
• (OR) They may believe that this outcome will have no effect on successful performance (a
probability of 0.0).
• More often the P-to-O expectancy falls somewhere between these two extremes.
Outcome valences: A valence is the anticipated satisfaction or dissatisfaction that an individual feels
toward an outcome.
• It ranges from negative to positive. (The actual range doesn’t matter; it may be from –1 to +1 or
from –100 to +100.)
• An outcome valence represents a person’s anticipated satisfaction with the outcome.
• Outcomes have a positive valence when they are consistent with our values and satisfy our needs;
they have a negative valence when they oppose our values and inhibit need fulfillment.
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MANAGING EMPLOYEE
MOTIVATION

Semester 1_ AY 2023-24 26
MANAGING EMPLOYEE MOTIVATION
PART 3 EXTRINSIC REWARDS

Extrinsic reward: Anything received from another person that the recipient values and
is contingent on his or her behavior or results.
Salary, performance bonuses, certificates, praise etc. (These don’t occur naturally but
are introduced by someone as a form of recognition)

• Membership- and seniority-based rewards


• Job status–based rewards
• Competency-based rewards
• Performance-based rewards
• Nonfinancial rewards
• Improving performance appraisals
• Rewarding employees equitably
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MANAGING EMPLOYEE MOTIVATION
PART 3 INTRINSIC REWARDS

Intrinsic reward: A positive emotional experience resulting directly and


naturally from the individual’s behavior or results.
Learning a new task, feeling of accomplishment, closing the project etc.
(Emotions that arise naturally from performing the task)Own level of
motivation and self determination.

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MANAGING EMPLOYEE MOTIVATION
PART 3 INTRINSIC REWARDS

JOB CHARACTERISTICS MODEL

A job design model that relates the motivational properties of jobs to specific
personal and Organizational consequences of those properties.

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MANAGING EMPLOYEE MOTIVATION
PART 3 INTRINSIC REWARDS

JOB CHARACTERISTICS MODEL

• Skill variety – the use of different skills and talents to complete a variety
of work activities.
• Task identity – the degree to which a job requires completion of a whole
or identifiable piece of work.
• Task significance – the degree to which the job affects the organization
and society.
• Autonomy – provide freedom, independence, and discretion in scheduling
work and procedures.
• Job feedback – the degree to which employees can tell how well they are
doing.

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MANAGING EMPLOYEE MOTIVATION
PART 3 INTRINSIC REWARDS

MOTIVATING EMPLOYEES THROUGH JOB ENRICHMENT

A job design practice in which employees are given more responsibility


for scheduling, coordinating, and planning their own work

• Combine highly interdependent tasks into one job

• Establishing client relationships

• Give employees more autonomy over their work

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MANAGING EMPLOYEE MOTIVATION
PART 3 INTRINSIC REWARDS

MOTIVATING EMPLOYEES THROUGH EMPOWERMENT

A psychological concept represented by four dimensions:

• Self-determination – They have freedom, interdependence, and discretion


over their work activities.
• Meaning – They care about their work and believe that what they do is
important.
• Competence – Their ability to perform the work well and have a capability
to grow with new challenges.
• Impact – Active participants in the organization; that is, their decisions and
actions influence the company’s success.

Source: http://www.1000ventures.com/business_guide/strategy_hierachical_levels.html

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Research Task (20 minutes)

In groups of 4 students, use Google Scholar to find a


minimum of 3 academic articles on the topic of motivation in
the workplace.

Summarise the main findings from these 3 articles.


Present the findings to your class.

Semester 1_ AY 2023-24
33
Suggested reading on topics covered
Please refer to the Suggested Reading folder within Week
7 on the Moodle Course page.
Principles of Management, Hill & McShane, McGraw
Hill Publishing. (Part 4, Chapter 13).
Videos:
• https://www.youtube.com/watch?v=TNRNPTsBFfg 4
minutes explainer
• https://www.youtube.com/watch?v=woa2Qa8i80U 10
mins overview on Motivational Theories
• Worth Watching: 12.06 mins
• Brain Tracey: How to inspire and motivate employees
• https://www.youtube.com/watch?v=O-4ithG_07Q

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