Unlock document.
This document is partially blurred.
Unlock all pages and 1 million more documents.
Get Access
Chapter 10 - Motivating Employees
1. Generations can be classified as follows:
a. BABY BOOMERS (born between 1946 and
1964) experienced economic prosperity and
use their enthusiasm for change.
Chapter 10 - Motivating Employees
10-42
SPOTLIGHT ON
small
business
(Text page 278)
PPT 10-50
Small Incentives
Can Be Big
Motivators
(See complete PowerPoint slide notes on page 10.64.)
PPT 10-51
Motivating Employees across the
Globe
(See complete PowerPoint slide notes on page 10.65.)
REACHING BEYOND
our borders
(Text page 279
PPT 10-52
Importance of
Cultural
Competency
(See complete PowerPoint slide notes on page 10.65.)
PPT 10-53
Motivating across Generations
(See complete PowerPoint slide notes on page 10.65.)
Chapter 10 - Motivating Employees
c. Gen Xers tend to focus on career security,
not job security, and look for opportunities to
expand their skills.
3. Generation Xers are now managers themselves.
a. Gen X managers tend to focus more on re-
tics:
a. They are impatient, skeptical, blunt and ex-
E. Millennials are “job surfers” and are not looking for
lifetime careers.
F. All generations COMMUNICATE DIFFERENTLY.
a. Traditionalists prefer face-to-face.
10-44
PPT 10-54
Generation X in the Workplace
(See complete PowerPoint slide notes on page 10.66.)
PPT 10-55
Millennials and the Workplace
(See complete PowerPoint slide notes on page 10.66.)
PPT 10-56
Millennials and the Recession
(See complete PowerPoint slide notes on page 10.66.)
PPT 10-57
Communication across the
Generations
(See complete PowerPoint slide notes on page 10.67.)
PPT 10-58
The Best Companies for Workers
(See complete PowerPoint slide notes on page 10.67.)
Chapter 10 - Motivating Employees
10-45
progress
assessment
(Text page 281)
PPT 10-59
Progress Assessment
(See complete PowerPoint slide notes on page 10.68.)
d. Millennials prefer social media.
XII. SUMMARY
Chapter 10 - Motivating Employees
10-46
PowerPoint slide notes
PPT 10-1
Chapter Title
PPT 10-2
Learning Goals
PPT 10-3
Learning Goals
Chapter 10 - Motivating Employees
10-47
PPT 10-4
Andrew Cherng
PPT 10-5
Name That Company
Company: UPS
PPT 10-6
Intrinsic Rewards
Intrinsic means from within; when you have a drive to
succeed and are motivated by purpose, passion, and mis-
sion.
Chapter 10 - Motivating Employees
10-48
PPT 10-7
Extrinsic Rewards
Extrinsic rewards are often temporary and driven by
money, recognition, and results.
PPT 10-8
Fringe Benefits
1. This slide displays the most common perks or
rewards used by companies to motivate employ-
ees.
2. Other examples of extrinsic rewards include the
following:
• Pay
• Improved working environment or con-
ditions
• Status
• Security
3. While these rewards do offer some value, there
is much research that indicates many problems
with extrinsic motivation. Share with the stu-
dents some of those ideas:
• Extrinsic rewards do not produce per-
4. Reinforcement of extrinsic rewards can lead to
expectations of permanence in the form of job
rewards.
Chapter 10 - Motivating Employees
PPT 10-9
Taylor’s Scientific Management
PPT 10-10
Taylor’s Four Key Principles
PPT 10-11
Time-Motion Studies
Taylor was looking for the most efficient way or the
one right way to do something. Workers were, in a sense,
thought of as machines that could be fine-tuned.
Chapter 10 - Motivating Employees
PPT 10-12
Are You Stressed?
1. Employers can often spot impending stress or
on-the-job stress by understanding the signs
listed.
2. Ask the students, Have you experienced any of
these symptoms when trying to juggle your aca-
demic, professional, and personal lives? What
did you do to cope with the rigors of stress?
3. Share the following tips for reducing stress:
• Learn to plan.
• Recognize and accept limits.
• Be a positive person.
• Learn to tolerate and forgive.
• Avoid unnecessary competition.
• Get regular exercise.
• Learn a systematic, drug-free method of
relaxing.
• Change your thinking.
PPT 10-13
Taylor and UPS
PPT 10-14
Hawthorne Studies: Purpose and Results
The Hawthorne studies were conducted in Cicero, Illi-
nois, at the Western Electric plant over a six-year period.
PPT 10-15
Maslow’s Theory of Motivation
PPT 10-16
Maslow’s Hierarchy of Needs
1. This slide reproduces the illustration of
Maslow’s hierarchy from the chapter.
2. Most people in the class, especially those who
have taken basic psychology, may be familiar
with Maslow and the premise of human needs
hierarchy.
3. Use this opportunity to relate Maslow’s needs
theory to the work environment:
• Employees have the need for security
against termination in their jobs and the
feeling of being safe against bodily harm
Chapter 10 - Motivating Employees
PPT 10-16
Maslow’s Hierarchy of Needs
(continued)
• Opportunities within the organization
• Employees seek opportunities for ad-
vancement, empowerment, recognition,
and responsibility through additional
work-related performance. Companies
must attempt to satisfy these needs
through
PPT 10-17
Herzberg’s Motivating Factors
PPT 10-18
Job Content
Herzberg’s article in the Harvard Business Review,
“One More Time: How Do You Motivate Employees?”
is a classic and explores his idea of job content in depth.
Chapter 10 - Motivating Employees
PPT 10-19
Job Environment
PPT 10-20
Herzberg’s Motivators and Hygiene
Factors
1. This slide illustrates another “needs” theory re-
garding workers and their job needs.
2. This theory is based on what an organization can
do to fulfill the individual needs of workers
while motivating them to excel.
3. The key component of Herzberg’s work was the
opposite of “satisfaction”—”no satisfaction.” If
the basic hygiene factors were not in place, a
worker is not satisfied. To have a satisfied, moti-
vated workforce, a company needs to provide the
following:
• Achievement
• Recognition
• Work itself
• Responsibility
• Advancement
• Growth
Chapter 10 - Motivating Employees
PPT 10-21
Comparison of the Theories of Maslow
and Herzberg
1. This slide gives students a good starting point to
see the relationship between Maslow and Her-
zberg.
2. To start a discussion, ask students if they are mo-
tivated by money. Most students will state that
money is a real motivating factor. Follow up this
discussion with the following question: If you
dislike your current job and your boss offers you
more money, will it change your feelings about
your job in the long run?
PPT 10-22
Reignite Employees’ Drive
1. Motivators don’t have to be big or grand gestures
like awards.
2. Employees can motivate themselves.
3. Ask the students, Why do you think redecorating
your desk, cube, or office is helpful and reinvig-
orating?
PPT 10-23
Progress Assessment
1. Frederick Taylor’s time-motion studies meas-
ured output. Taylor inspired the Hawthorne
studies. Originally Elton Mayo wanted to deter-
mine the optimal level of lighting necessary to
increase production on the factory floor which is
a type of scientific management. He later deter-
mined that people who were empowered worked
harder. Ultimately Mayo’s study brought about
behavioral management.
Chapter 10 - Motivating Employees
PPT 10-23
Progress Assessment
(continued)
4. As Herzberg studied the results of his research,
he concluded that motivators made employees
productive and gave them satisfaction. These fac-
tors related to job content. Hygiene factors relat-
ed to the job environment could, if left unattend-
ed, cause employee dissatisfaction but would not
provide long-term motivation. Hygiene factors
include such things as pay and working condi-
tions.
PPT 10-24
Theory X and Theory Y
1. Theory X suggests that employees dislike work,
avoid responsibility, have little ambition, and are
motivated by threat and fear. Theory Y argues
that people like work, seek responsibility, and are
motivated by empowerment. If a manager be-
lieves theory X or Theory Y, he or she would
tend to treat the employees accordingly.
2. Ask the students, Would you be a Theory X or Y
manager? How do you believe employees should
be treated? Would you prefer to work for a Theo-
ry X or Y manager? (The majority if not all
would say they would rather work for a Theory Y
manager. It should be pointed out that how a
manager treats employees is often dictated by the
situation. A manager may hold Theory Y values
but may have to use Theory X perspective de-
pending on the situation with the employee.)
PPT 10-25
Assumptions of Theory X Managers
Chapter 10 - Motivating Employees
10-56
PPT 10-26
Assumptions of Theory Y Managers
PPT 10-27
Theory Z
Demographic changes, the worst recession in their
country’s history, and fierce global competition have
forced Japanese managers to reevaluate the way they
conduct business. The effects of the 2011 earthquake on
Japanese businesses reinforced the need to change.
PPT 10-28
Theory Z
Chapter 10 - Motivating Employees
10-57
PPT 10-29
Goal-Setting Theory
PPT 10-30
Applying Goal-Setting Theory
Peter Drucker developed the idea of MBO in his 1954
book The Practice of Management.
PPT 10-31
Organizations Using MBO
1. Management by objectives (MBO) was popular-
ized by Peter Drucker in the 1950s.
2. Ask the students, What are the benefits of MBO?
(This theory is based on the notion that setting
attainable goals with all employees of the organ-
ization will create more support for the goals
leading to greater motivation.)
3. To better understand Peter Drucker visit the fol-
lowing website: www.druckerinstitute.com/)
Chapter 10 - Motivating Employees
10-58
PPT 10-32
Expectancy Theory in Motivation
Victor Vroom developed the expectancy theory.
PPT 10-33
Expectancy Theory
PPT 10-34
Nadler & Lawler’s Modification
Chapter 10 - Motivating Employees
PPT 10-35
Using Reinforcement Theory
PPT 10-36
Equity Theory
PPT 10-37
Progress Assessment
1. Theory X assumes the following: People dislike
work and will avoid it. Workers must be forced,
controlled, directed, or threatened with punish-
ment to make them work toward the organiza-
tion’s goals. Average workers prefer to be di-
rected, wish to avoid responsibility, have little
ambition, and want security, and the primary mo-
tivators are fear and money. Theory Y managers
have completely different views on managing
people. Theory Y managers believe that most
PPT 10-37
Progress Assessment
(continued)
2. The idea behind goal-setting theory is the process
of setting attainable goals to motivate employees
and improve performance. The key to goal-
setting theory is that the goals must be accepted
and accompanied by feedback to truly be effec-
tive.
3. Victor Vroom created the expectancy theory. His
central premise was that the amount of effort
employees exert on a specific task depends on
their expectations of the outcome. He contends
that employees will ask three specific questions
before committing maximum effort: Can I ac-
complish the task? If I do accomplish it, what’s
my reward? Is the reward worth the effort? Like
goal-setting theory the key to expectancy theory
is setting attainable goals. If the goal is not at-
tainable employees will simply give up, thus re-
ducing motivation.
4. Equity theory looks at how employees’ percep-
tions of fairness affect their willingness to per-
form. Employees will try to balance or maintain
equity between what they put into the job and
what they get out of it, comparing those inputs
and outputs to those of others in similar posi-
tions.
PPT 10-38
Enriching Jobs
Herzberg argued that factors such as responsibility,
achievement, and recognition were more important moti-
vational factors in the long run than pay. He believed that
if you wanted to motivate employees you should focus on
enriching the job.
