book writing assignment “the making of a manager” by julie zhuo

Motivation

13

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Why are you here today??

NEEDS
(desires or wants)
person has need for

food, friends, fame,

challenge, etc.
DRIVES
(motivation)

person behaves in a

certain way to satisfy

that unmet need GOALS
person receives some

type of incentive or

outcome that satisfies

that unmet need

Motivation: process by which a person’s

efforts are initiated, directed & sustained

(persisted) toward attaining a goal

Motivation is a universal process…

but

motivators

can differ

significantly!!

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BASICS of knowing how to

motivate your employees…

• Get to know your employees as individuals…

• Ask them what their NEEDS are….and what
type of REWARDS (outcomes) that THEY
value!

• Consider the “platinum rule”…treat others as
*they* wish to be treated

• and the fundamental rule of human
behavior…”you get what you reward”

Something tangible given to

you for what you

accomplished: compensation,

award, trophy, etc

Something intangible you

experience: enjoyment in the

work you do; fulfillment for a

job well done; knowing you

helped others, etc

Needs can originate from both internal

(INTRINSIC) and external (EXTRINSIC) sources

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What motivates you most to

succeed in college?

• GPA

• Career goals

• Expectations of family

• Future earning goals

• Knowledge & learning new things

• Plans for graduate school

• Be role model for others

• Other ______________________

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accessible website, in whole or in part. Student Engagement Survey (3500+ responses)

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“WHAT” “HOW”

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Maslow’s Hierarchy of Needs Theory

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Maslow’s Hierarchy of Needs:

Applied to the Workplace

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Alderfer’s ERG Theory

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➢ Target #1: 99% chance of hitting this target

(sure thing, doesn’t require much skill) ….win $50

➢ Target #2: 50/50 chance of hitting this target

(requires skill & concentration)…win $100

➢ Target #3: Nearly impossible to hit this target

(mostly depends on pure good luck!)…win $200

“learned” need for achievement

• take personal responsibility for finding solutions to

problems…want to ‘win’ based on their own merit &

efforts (not by luck or chance)

• thrive on feedback (always striving to improve)

• often grew up with role models who were high

achievers (business owners, entrepreneurs, etc)

Our “national culture” can also influence how we

value achievement…

“Achievement” vs “Ascription” Cultures

Achievement oriented

cultures: a person’s

status is largely based on

what that person has

accomplished (their

individual performance)

Ascription-oriented

cultures: a person’s

status is based more on

their age, gender, family,

name, connections, etc.

Want to learn more? Consider MGT330 International Management

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Self-Assessment: What do YOU need?

• Completely optional – you need not disclose your
responses to anybody

• Provided only as a way to offer insight into your
own existence, relatedness, & growth needs

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• We don’t see reality…..we interpret what we
see and call it reality

• Same stimuli can be interpreted very
differently by different people

• Perception, like beauty, “lies in the eyes of
the beholder” (each of us has our own filter)

• Attribution is how we explain the cause of
behavior – ours and that of others

Perception & Attribution

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• People’s behavior is based on their perception
of what reality is….not on reality itself

• We judge people all the time as part of daily
life within organizations (“categorical thinking”)

• Need to be aware of perceptual short cuts that
may distort perceptions of others (we are “cognitive
misers”)

• Understanding perceptions and attributions is
key to understanding how people behave within
organizations

Why is perception important in

management?

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Equity Theory

• We like to balance “what we give” relative to
“what we get”…and we compare our
perceived ratio with that of others

• Potential responses to feelings of inequity:

• Change inputs (such as reducing our effort)

• Change outcomes (such as demand a raise)

• Change our reference group or rationalize

• Withdraw (quit our job)

• Individuals also differ in their “equity sensitivity”

Which of the following best describes you?

In most situations, I…

a) often put in more than I get out, which is fine

with me

b) typically strive for equity and fairness in

terms of my inputs and outcomes…I don’t

want to get more or less than what I deserve

c) try to put in as little effort as possible to attain

desired rewards

Which of the following best describes you?

In most situations, I…

a) often put in more than I get out, which is fine
with me

“benevolents” have a higher tolerance for negative inequity

b) typically strive for equity and fairness in terms of
my inputs and outcomes…I don’t want to get
more or less than what I deserve

“sensitives” adhere to strict norm of reciprocity

c) try to put in as little effort as possible to attain
desired rewards

“entitleds” have no tolerance for negative inequity

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We need to be aware of what employees

might perceive as being “fair” or “unfair”

Remember…our behavior is based upon our
perceptions

• Distributive justice: are outcomes and
rewards believed to be fairly distributed?

• Procedural justice: are the methods
(processes) used to determine how rewards
are allocated considered to be fair?

 Fundamental

Attribution Error
ignoring environmental

factors that affect

behavior by others

 Your poor behavior is

caused by you.

 Self-Serving Bias
taking more personal

responsibility for success

than failure

 My poor behavior is

caused by something else

Attributional Tendencies
(impact how we perceive & explain the causes of behavior)

Do we think a person’s behavior is a result of things under that

person’s control …or is the behavior a result of other factors

beyond their control?

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Vroom’s Expectancy Theory

People will be motivated to the extent to which they believe that:

• their efforts will lead to good performance;

• good performance will be rewarded; and

• they will be offered attractive rewards.

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Expectancy Theory

• Expectancy: relates effort to 1st level outcomes
(a person’s belief that working hard will result in high task
performance)

• Instrumentality: relates 1st level outcomes to
2nd level outcomes (a person’s belief that high task
performance will result in a promotion)

• Valence: the value a person assigns to various
work-related outcomes (does that person want a
promotion?)

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Managerial Implications of
Expectancy Theory

• To maximize expectancy:
• Make the worker feel competent and capable of achieving the

desired performance level

• To maximize instrumentality:
• Make the person confident in understanding which rewards

and outcomes will follow performance accomplishment

• To maximize valence:
• Make the worker understand the value of various possible

rewards and work outcomes (and be sure you understand
what is valued by that particular worker!)

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What’s the purpose of rewards?

• Attract talented people

• Foster personal & organizational growth

• Motivate performance

• Encourage loyalty and retention

Forms of organizational rewards:

• Money

• Benefits

• Recognition (formal & informal)

Recognition as a reward
– often overlooked

– can be timely, flexible and extremely cost effective!

• Formal recognition systems

To be effective, formal recognition systems must be
considered valuable and equitable by employees –
including those who do not receive recognition
rewards (procedural & distributive justice)

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Recognition as a Reward

• Informal recognition systems
• personal notes (Super Bowl)

• “caught in the act of doing good”

• simple, genuine, personalized feedback

• peer to peer recognition increasingly
popular

• helps to boost employee engagement

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Reinforcement Theory

• Behavior is a function of its consequences

fundamental rule of human behavior:

You Get What You Reward

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Motivating with Reinforcement

Theory

• Standard advice: continuously reinforce
behavior to speed the rate of learning new
behaviors…and then use intermittent
reinforcement to sustain behavior

• Reality? Don’t make things too complicated

• profit sharing

• gain sharing (Whole Foods: focus on productivity)

• sales commission & piecework

• “spot bonus”

Goal Setting Theory

• Setting specific goals increases performance
(especially when employees have a voice in how those goals

are established)

• “Challenging” goals that are understood and

accepted by employees result in higher performance

• Feedback relates to higher performance (especially for
those with a high need for achievement)

• People are more committed to goals they set

themselves and make public

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Steps Taken by Managers to

Motivate Employees
• Get to know your employees…ask them about their

needs & preferences

• Satisfy lower-order needs first & expect people’s
needs to change over time

• Create opportunities for employees to satisfy higher-
order needs

• Make sure decision-making processes are perceived
as being fair
• Distributive justice (do employees believe rewards are fairly distributed?)

• Procedural justice (do employees believe the process used to allocate rewards is
fair?)

• Pay attention to what behaviors you are actually
rewarding

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Performance = Ability x Effort x Support

• Selection and training

• Motivation created by inspiration, role models and
rewards

As a manager, if there’s a motivation problem with
our people, we should first look in the mirror
Recall the common attribution biases:

“I don’t get enough support….but you’re just lazy”

The Performance Equation

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• Managing and motivating others is one of the
most stressful jobs in the world

• As workforce becomes more diverse (different
generations, cultures, contingent workers, etc) the
challenge becomes even greater

• Effective managers & leaders need to know
themselves (self-awareness) and know the
situation (including the needs of employees)

Motivating others: key to managerial &
leadership effectiveness

41

The most

effective

managers

“bring out the

best” of all the

members of

their

organization