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Chapter 10 - Motivating Employees
2. The CONSEQUENCE of such attitudes is a man-
ager who is very “busy.”
1. THEORY Y makes entirely different ASSUMP-
TIONS about people:
a. Most people LIKE WORK; it is as natural as
play or rest.
Chapter 10 - Motivating Employees
10-22
lecture link 10-5
THE L-FACTOR
According to one author, likability, not intimidation, is the
real key to conquering the workplace. (See complete lecture
link on page 10.72 of this manual.)
PPT 10-25
Assumptions of Theory X
Managers
(See complete PowerPoint slide notes on page 10.55.)
bonus case 10-2
THE SUPERMARKET MANAGER
A new employee takes initiative to identify areas for im-
provement, but runs into trouble when she approaches her
manager with the suggestions. (See the complete case, discus-
sion questions, and suggested answers beginning on page
10.85 of this manual.)
PPT 10-26
Assumptions of Theory Y
Managers
(See complete PowerPoint slide notes on page 10.56.)
Chapter 10 - Motivating Employees
REWARDS; each worker is stimulated by a
reward unique to that worker.
2. Theory Y emphasizes a RELAXED MANAGERIAL
ATMOSPHERE in which workers are free to set
objectives and be flexible.
style is to MEET COMPETITION from foreign firms.
B. In the 1980s WILLIAM OUCHI researched why Japa-
nese firms seemed to be outperforming American firms.
1. The Japanese management approach, which he
called TYPE J, involved:
a. Lifetime employment
b. Consensual decision making
10-24
PPT 10-27
Theory Z
(See complete PowerPoint slide notes on page 10.56.)
Chapter 10 - Motivating Employees
10-25
g. Holistic concern for employees
2. The American management approach, called
TYPE A, involved:
a. Short-term employment
b. Individual decision making
a. Long-term employment
1. Japanese firms need to become more DYNAMIC
and MORE EFFICIENT.
Chapter 10 - Motivating Employees
lecture link 10-6
THE BOSS SETS THE EXAMPLE
The CEO of Japan Airlines rides the city bus to work and eats
in the employee dining room. He also cut his own salary when
he had to cut employees’. (See the complete lecture link on page
10.72 of this manual.)
PPT 10-28
Theory Z
TEXT FIGURE 10.4
Theory Z: A Blend of American and
Japanese Management
Approaches
(Text page 269)
(See complete PowerPoint slide notes on page 10.56.)
TEXT FIGURE 10.5
A Comparison of Theories X, Y,
and Z
(Text page 270)
This text figure summarizes the key elements in each ap-
proach to management.
Chapter 10 - Motivating Employees
learning goal 6
Explain the key principles of goal-setting, expectancy, reinforcement, and equity theo-
ries.
VI. GOAL-SETTING THEORY AND MANAGEMENT
BY OBJECTIVES
A. GOAL-SETTING THEORY is the idea that setting
ambitious but attainable goals can motivate workers
and improve performance if the goals are accepted,
among top and middle-level managers, supervisors,
and employees.
1. Managers:
a. Formulate goals in cooperation with everyone
Chapter 10 - Motivating Employees
10-28
lecture link 10-7
WAL-MART GIVES BACK
Walmart shows concern for its communities by giving large
charitable contributions. It also works to take care of its employ-
ees by helping them further their education through grants. (See
the complete lecture link on page 10.73 in this manual.)
lecture link 10-8
SAVING A FORTUNE WITH
EMPLOYEE WELLNESS
One way to show concern for employees is to develop well-
ness programs. Companies such as Johnson & Johnson have also
learned it helps their own pocketbooks as well. (See the com-
plete lecture link on page 10.73 in this manual.)
PPT 10-29
Goal-Setting Theory
(See complete PowerPoint slide notes on page 10.57.)
PPT 10-30
Applying Goal-Setting Theory
(See complete PowerPoint slide notes on page 10.57.)
Chapter 10 - Motivating Employees
tween helping and coaching subordinates:
a. HELPING tends to make subordinates weak
and dependent.
A. According to VICTOR VROOM’s EXPECTANCY
THEORY, employee expectations can affect an indi-
vidual’s motivation.
1. EXPECTANCY THEORY is Victor Vroom’s theory
that the amount of effort employees exert on a
outcome.
Chapter 10 - Motivating Employees
PPT 10-31
Organizations Using MBO
(See complete PowerPoint slide notes on page 10.57.)
PPT 10-32
Expectancy Theory in Motivation
(See complete PowerPoint slide notes on page 10.58.)
Chapter 10 - Motivating Employees
2. Vroom contends that employees ask THREE
QUESTIONS before committing maximum effort
to a task:
1. Determine what rewards employees value.
and negative reinforcers motivate a person to be-
have in certain ways.
B. TYPES OF REINFORCEMENT
Chapter 10 - Motivating Employees
PPT 10-33
Expectancy Theory
TEXT FIGURE 10.6
Expectancy Theory
(Text page 271)
(See complete PowerPoint slide notes on page 10.58.)
critical thinking
exercise 10-4
THE MANAGEMENT
CHALLENGE
Managers at a manufacturing plant are faced with a deci-
sion: Motivate employees to significantly increase production
or see the plant close. (See complete exercise on page 10.79 of
this manual.)
PPT 10-34
Nadler & Lawler’s Modification
(See complete PowerPoint slide notes on page 10.58.)
PPT 10-35
Using Reinforcement Theory
(See complete PowerPoint slide notes on page 10.59.)
10-33
A. EQUITY THEORY is the idea that employees try to
maintain equity between inputs and outputs com-
X. PUTTING THEORY INTO ACTION
A. MOTIVATING THROUGH JOB ENRICHMENT
Chapter 10 - Motivating Employees
10-34
TEXT FIGURE 10.7
Reinforcement Theory
(Text page 272)
This text figure illustrates how a manager can use rein-
forcement theory to motivate workers.
PPT 10-36
Equity Theory
(See complete PowerPoint slide notes on page 10.59.)
progress
assessment
(Text page 273)
PPT 10-37
Progress Assessment
(See complete PowerPoint slide notes on page 10.59.)
Chapter 10 - Motivating Employees
that emphasizes motivating the worker through
the job itself.
demands different skills of the person
Chapter 10 - Motivating Employees
PPT 10-38
Enriching Jobs
(See complete PowerPoint slide notes on page 10.60.)
PPT 10-39
Motivation on a Budget
(See complete PowerPoint slide notes on page 10.61.)
PPT 10-40
Key Characteristics of Work
(See complete PowerPoint slide notes on page 10.61.)
PPT 10-41
Types of Job Enrichment
(See complete PowerPoint slide notes on page 10.61.)
PPT 10-42
Enrichment by Way of Flexibility
(See complete PowerPoint slide notes on page 10.62.)
10-38
PPT 10-43
Using Open Communication
(See complete PowerPoint slide notes on page 10.62.)
social
media in
business
(Text page 275)
PPT 10-44
Keeping the Lines
Open
(See complete PowerPoint slide notes on page 10.62.)
PPT 10-45
When Too Much Is Too Much
(See complete PowerPoint slide notes on page 10.63.)
bonus case 10-3
MANAGING VOLUNTEERS
How does motivating volunteers differ from managing em-
ployees? (See the complete case, discussion questions, and
suggested answers beginning on page 10.87 of this manual.)
Chapter 10 - Motivating Employees
10-39
D. RECOGNIZING A JOB WELL DONE
1. Letting people know you appreciate their work is
more powerful than a bonus alone.
A. Managers cannot use one motivational formula for all
Chapter 10 - Motivating Employees
PPT 10-46
Recognizing Good Work
(See complete PowerPoint slide notes on page 10.63.)
lecture link 10-9
RECOGNITION: MAKING
HEROES
Companies often make the mistake of equating pay with
rewards. The reward for outstanding performance should be a
special gain for special achievement. (See the complete lecture
link on page 10.74 in this manual.)
PPT 10-47
Work Well with Others
(See complete PowerPoint slide notes on page 10.63.)
PPT 10-48
What’s Good for You
(See complete PowerPoint slide notes on page 10.64.)
PPT 10-49
What’s Bad for You
(See complete PowerPoint slide notes on page 10.64.)
critical thinking
exercise 10-5
WHICH ARE THE BEST
COMPANIES TO WORK FOR?
This exercise asks students to use the Internet to research
which companies are rated best to work for. (See complete
exercise on page 10.80 of this manual.)
lecture link 10-10
POSITIVE FEEDBACK
Employees and managers worry about the same thing:
“How can I do a better job?” (See the complete lecture link on
page 10.49 of this manual.)
critical thinking
exercise 10-6
MOTIVATION SURVEY
This exercise gives the result of a motivation survey for
two supervisors and asks students to interpret the results. (See
complete exercise on page 10.81 of this manual.)
