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CHAPTER 7
Motivation
After reading and studying this chapter, the student
should be able to:
Identify the three levels of employee motivation.
Explain the relationship between performance and
motivation.
Understand and explain Maslow’s hierarchy of
needs theory and the principle underlying his
theory.
Differentiate between Herzberg’s dissatisfiers and
motivators.
Understand and explain expectancy theory.
Explain how supervisors can use goal setting
theory to motivate employees.
Define equity theory.
Define and explain reinforcement theory.
Explain the job characteristics model
Explain how generational differences affect
motivation.
Identify five steps to motivating employees.
Brief Outline
Motivation: Some Fundamentals
of Understanding Human
Behavior
Levels of Motivation
Intrinsic and Extrinsic Motivation
The Motivation-Performance Link
Maslow’s Hierarchy of Needs
Theory
Principles Underlying the Theory
Qualifying the Theory
Herzberg’s Theory
Dissatisfiers and Motivators
Link to Intrinsic and Extrinsic
Motivation
Qualifying Herzberg’s Theory
Other Motivation Theories
Expectancy Theory
Goal-Setting Theory
Equity Theory
Reinforcement Theory
Motivation through Job Design:
The Job Characteristic Model
The Different Generations: Some
Insight for Motivation
Lessons from the Theories: Five
Steps to Motivating Employees
Help Make Employees’ Jobs
Intrinsically Rewarding
Provide Clear Performance
Objectives
Support Employees’ Performance
Efforts
Provide Timely Performance
Feedback
Reward Employees’ Performance
Mars Embodies the 5 Motivational
Lessons
Learning Objectives
SUPERVISORY MANAGEMENT Instructor’s Manual
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© 2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Sharon Olds: Motivator
This preview focuses on Sharon Olds, a supervisor at AutoFin. She considered AutoFin a solid
organization to work for. However, management was focused on bottom line management, concerned less
with employees and their motivation. Sharon feels that her job is to not only be concerned with her
department’s numbers, but also with motivating employees to feel good about themselves. The preview
lists eight actions Sharon has taken to motivate her workers.
I. Motivation: Some Fundamentals of Understanding Human Behavior
• Motivation comes from within.
o It is the result of a person’s individual perceptions, needs, and goals.
o Motivation is defined as the willingness of individuals and groups, as influenced by various
needs and perceptions, to strive toward a goal.
• The quest for high quality and quantity of work, safety, cost effectiveness, compliance with
company policies and procedures, and punctuality are important issues supervisors face each day.
• Few social scientists would deny people often act emotionally, but many would dispute most
people behave irrationally and unpredictably.
o They would argue if more people understood the why of human behavior, other people’s
behavior would seem more rational and predictable.
A. Levels of Motivation
• One level of motivation is the direction in which the individual behaves.
• A second motivation level relates to how hard the individual works to perform the behavior(s).
o An employee may be aware of the need for the behavior, but how much energy and effort
does he or she exert to perform it properly.
o For many supervisors, it is this second motivational level—getting employees to put
effort into what they do—that provides the biggest challenge.
• The third and final motivational level reflects an employee’s persistence.
B. Intrinsic and Extrinsic Motivation
• Intrinsic motivation is a behavior that an individual produces because of the pleasant
experiences associated with the behavior itself.
o Employees who are intrinsically motivated feel satisfaction in performing their work.
• Extrinsic motivation is performed not for its own sake, but rather for the consequences
associated with it.
Preview
Lecture Outline
CHAPTER NOTES Chapter 7
o The consequences can include such factors as the pay, benefits, job security, or working
conditions.
C. The Motivation-Performance Link
• Many supervisors mistakenly assume performance is directly related to an employee’s level of
motivation.
o Initially, one might conclude the more highly motivated an employee is, the higher that
employee’s performance will be.
o Unquestionably, direction of behavior, level of effort, and persistence affect an
employee’s performance.
• It is possible an employee with low motivation may indeed outperform a more highly motivated
but less-skilled employee.
o New employees in particular often have strong motivation, but their performance will not
be as good as that of more experienced personnel.
o Also, an employee’s performance depends largely on “organizational support.”
II. Maslow’s Hierarchy of Needs Theory
• One theory particularly significant and practical was developed by Abraham H. Maslow, and is
known as the hierarchy of needs.
o The key conclusion drawn from Maslow’s theory is that people try to satisfy different needs
through work.
A. Principles Underlying the Theory
• The two principles underlying Maslow’s hierarchy of needs theory are:
o People’s needs can be arranged in a hierarchy, or ranking of importance.
o Once a need has been satisfied, it no longer serves as a primary motivator of behavior.
1. Physiological or Biological Needs
• At the lowest level, but of primary importance when they are not met are physiological or
biological needs—the need for food, water, air, and other physical necessities.
2. Safety or Security Needs
• When physiological needs have been reasonably well satisfied, safety or security needs
become important—the need to be protected from danger, threat, or deprivation.
3. Social or Belonging Needs
• Social or belonging needs include the need for belonging, association, acceptance by
colleagues, friendship, and love.
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o Although most supervisors know these needs exist, many assume—wrongly—they
represent a threat to the organization.
• When employees’ social needs as well as their safety needs are not met, they may behave in
ways that tend to defeat organizational objectives by becoming resistant, antagonistic, and
uncooperative.
4. Ego or Esteem Needs
• Above the social needs are the ego or esteem needs. These needs are of two types:
o Those relating to one’s self-esteem, such as the need for self-confidence,
independence, achievement, competence, and knowledge.
o Those relating to one’s reputation, such as the need for status, recognition,
appreciation, and respect from one’s colleagues.
• Unlike the lower-level needs, ego needs are rarely fully satisfied, because once they become
important, people always seek more satisfaction of such needs.
5. Self-Fulfillment or Self-Actualization Needs
• At the top of Maslow’s hierarchy are the self-fulfillment or self-actualization needs.
o These needs lead one to seek realization of one’s own potential, to develop oneself,
and to be creative.
• It seems clear the quality of work life in most organizations provides only limited
opportunities to achieve self-fulfillment/actualization needs, especially at lower
organizational levels.
o When higher-level needs are not satisfied, employees compensate by trying to further
satisfy lower-level needs.
B. Qualifying the Theory
• Maslow’s theory is a relative rather than an absolute explanation of human behavior.
• Following are the four important qualifiers to Maslow’s theory:
o The needs hierarchy is based on U.S. cultural values. Though the five needs are universal,
the sequence of the hierarchy may differ, depending on the culture.
o The priorities of some individuals may differ.
o Needs on one level of the hierarchy do not have to be completely satisfied before needs
on the next level become important.
o Unlike lower levels, the two highest levels of needs can rarely be fully satisfied.
III. Herzberg’s Theory
• In the 1960s, a researcher named Frederick Herzberg conducted in-depth interviews.
o Those interviewed were asked to recall an event or series of related events that made them
feel unusually good and unusually bad about their work and how much the event(s) affected
their performance and morale.
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• Prior to Herzberg’s study, a common assumption was factors such as money, job security, and
working conditions were all strong positive motivators.
o Herzberg’s findings disproved this assumption and helped us better differentiate among
various motivational factors.
A. Dissatisfiers and Motivators
• Dissatisfier or hygiene factors are factors employees said most affected them negatively or
dissatisfied them about their job, including low pay, low benefits, unfavorable working
conditions, poor job security, and poor company policy/administration.
• Satisfier or motivator factors are factors that employees said turned them on about their job,
such as recognition, advancement, achievement, challenging work, and being one’s own boss
• A survey of 372 managers reinforced Herzberg’s theory, because 76 percent said personal
achievement and job enjoyment motivated them most, in contrast to only 30 percent who cited
financial rewards.
• The satisfier/motivator factors are found at the highest levels of Maslow’s hierarchy, whereas
the dissatisfier/ hygiene factors are at the lower-levels.
• The dissatisfier factors are what people take for granted about their jobs, so their presence is not
particularly stimulating.
• Supervisors often have greater ability to influence motivator factors such as recognition,
assigning challenging jobs, and empowering employees than they do hygiene factors of pay,
benefits, working conditions, job security, and company policy.
B. Link to Intrinsic and Extrinsic Motivation
• Factors associated with positive motivation are intrinsic to the job, whereas those causing job
dissatisfaction are extrinsic to it.
• The crux of Herzberg’s theory is satisfiers and dissatisfiers are each important in their own way.
o Dissatisfier factors, such as good pay, benefits, and working conditions, must first be
addressed by management as a motivational base to prevent employee dissatisfaction.
o Once dissatisfaction is removed, management gets more “bang for its motivational effort”
by focusing on increasing employees’ opportunities for responsibility, recognition,
advancement, and challenge in their jobs.
C. Qualifying Herzberg’s Theory
• Following are some important qualifications to Herzberg’s theory:
o Money can be a motivating factor, especially when it is tied to recognition and
achievement.
o For some people, especially professionals, the absence of motivating factors such as
recognition, advancement, and challenge can constitute dissatisfaction.
o Critics contend a built-in bias of Herzberg’s findings is when asked about something
positive on the job, a person is biased toward mentioning something in which his or her
behavior is the focal point, such as a feeling of achievement, meeting a job challenge, and
SUPERVISORY MANAGEMENT Instructor’s Manual
so on.
IV. Other Motivation Theories
A. Expectancy Theory
• Expectancy theory is more dynamic, it views an individual’s motivation as a conscious effort
involving the interplay of three variables:
o Expectancy that effort leads to a given performance result
o Probability of reward(s) associated with the performance result
o The value of the reward to the individual
• Looking at how expectancy theory operates, there are three important factors involved:
o Effort → Performance relationhip
o Peformance → Reward relationship
o The value attached to the reward
• The perceptual process plays a critical role in maximizing employee motivation, according to
expectancy theory.
o Employees must perceive that they have a good chance of achieving the targeted
• Task goals, in the form of clear and desirable performance targets, form the basis of Edwin
Locke’s goal-setting theory of motivation.
• Goals are important not only in the planning process, but also as an important motivational
factor.
• Performance goals clarify the expectations between a supervisor and an employee and between
co-workers and subunits in an organization.
• Listed below are the major ways that a supervisor can use goal setting as a motivational tool:
o Set specific goals.
o Set challenging but reasonably difficult goals.
o Ensure timely feedback to employees about goal achievement.
o Where practical, strengthen employees’ commitment by allowing them to participate in
goal setting.
o When multiple goals are established, make sure employees understand goal priorities.
o Reinforce goal accomplishments.
CHAPTER NOTES Chapter 7
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C. Equity Theory
• Equity theory states that when people find themselves in situations of inequity or unfairness,
they are motivated to act in ways to change their circumstances.
• Two factors determine whether a person is in an equitable situation:
o The inputs such as skill, education, experience, and motivation that an employee brings to
the job situation
o The rewards that a person receives for performance including pay, advancement,
recognition, or desirable job assignments.
• According to equity theory, people would likely act to reduce the inequity in several ways.
Following are four options to follow:
o Try to increase the reward level by making a case with the supervisor or relevant
others, appealing to higher management, or filing a grievance.
o Decrease input level by putting in less job effort, taking longer breaks, or being less
cooperative.
o Rationalize the inequity exists for valid reasons.
o If one cannot restore equity in their present job, he or she can leave the situation by
asking for a transfer or seeking a position with another employer.
• Equity theory is quite relevant to individual supervisors.
o Some supervisors may be in a position to influence employee pay and promotion when
supervisors feel these are inequitable.
o Supervisors can provide rewards through job assignments, assignment of newer
resources, and recognition.
• Employees must feel that rewards are equitably distributed; otherwise, they will be motivated
to reduce the inequity.
D. Reinforcement Theory
• Reinforcement theory uses rewards and punishments as a way to shape an individual’s future
behavior.
o Based on the law of effect, it holds that behaviors meeting with pleasurable
consequences tend to be repeated, whereas behaviors with unpleasurable
consequences tend not to be repeated.
• To the extent supervisors have a degree of control over the reward and discipline system for
employees, they have some control over the law of effect.
• Reinforcement theory can work in two ways:
o Positively reinforce (praise, reward) workers’ favorable behavior (showing up on time),
thereby encouraging them to repeat it.
o Discourage the workers’ unfavorable behavior through punishment (scolding, writing a
disciplinary warning, assigning nondesirable work duties), thereby encouraging them not
to repeat it.
• Positive reinforcement often is more effective than punishment in getting people to behave in
desired ways.
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© 2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
• One recent survey found that 75 percent of employees felt that praise from the boss is the
strongest motivator they received.
V. Motivating Through Job Design: The Job Characteristics Model
• The job characteristic model of job design is composed of five core job elements leading to
intrinsic employee motivation and other positive work outcomes.
• Five important structural characteristics of a job’s design according to the job characteristics model
are as follows:
o Skill variety—extent to which the job requires a worker to use a broad range of skills and
talents to perform the job successfully.
o Task identity—extent to which the job requires a worker to complete a whole, identifiable
piece of work.
o Task significance—extent to which the job substantially impacts the work or lives of others.
o Autonomy—extent to which the job entails substantial freedom and decision making in
carrying it out.
o Feedback—extent to which the job itself provides information about whether it is performed
successfully.
VI. The Different Generations: Some Insights for Motivation
• A generational looking glass can be a valuable tool in learning how people differ in the attitudes
they bring to work and what they value.
o Generation members share certain commonalities of thinking and behavior.
o Shared economic conditions, world events, pop culture, social experiences, education, and
parenting give each generation its own persona.
• With the recent entry of Generation “Y” employees—those born since 1981—into the working
world, the workforce for the first time contains four generations.
o Traditionalists are workforce generation born before 1945 (10%of work force).
▪ Children of the depression and World War, they were typically raised in a home with a
stay-at-home parent.
▪ Imbued with strong family values, traditionalists themselves had a parent stay at home
to raise their own children.
▪ Loyal and self-sacrificing, they value hard work, get satisfaction from a job well done,
and tend to stay with a company for a long time.
o Baby Boomers are workforce generation born between 1945 and 1964 (45%of work force).
▪ Raised in a period of prosperity in the 1950s and 1960s, baby boomers are the largest
generation in history.
▪ They are socially skilled, ambitious, and driven to succeed, which for them is often
measured materialistically.
▪ They, too show loyalty toward employers, and often have a “live to work” reference
frame.
o Generation Xers are workforce generation born between 1965 and 1980 (30%of work
force).
CHAPTER NOTES Chapter 7
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▪ Children of the workaholic Baby Boomers, generation Xers did not see as much of
their parents as earlier generations.
▪ Generation Xers learned to function on their own, being highly independent, self-
reliant, and individualistic.
▪ They view the employment relationship as one based on service for dollars paid, rather
than loyalty, even if it means frequent employer changes.
▪ Although, they possess strong technical skills, they lack the social skills of their
parents’ generation, not being particularly adroit at networking.
o Generation Yers are workforce generation born between 1981 and 1999 (15%of work
force).
▪ They have been raised in a time of globalism, economic expansion, prosperity, and the
Internet.
▪ They are the most diverse, highly educated, and technically literate generation.
▪ As the first truly global generation, Generation Yers have some values consistent with
traditionalists, including patriotism, valuing family and home, a strong sense of
morality, and commitment to volunteer service.
▪ They like intellectual challenge and strive to make a difference.
▪ Emotionally mature, Generation Yers have lived with strong social stressors ranging
from pressures to excel in school to parental divorce to being products of one-parent
homes.
▪ Because organizations have been run by traditionalists and boomers, large
corporations’ strict rules of engagement especially clash with Generation Yers’ values
of openness and flexibility.
▪ They are accustomed to handling information, getting immediate results, and want
freedom rather than rigid controls and standardized ways of doing things.
▪ They want instant feedback, rapid results, and jobs that offer excitement as well as a
paycheck.
• Peter Sheahan, a most sought after international speaker on Generation Y, says there are three
things all generations want in a motivating work environment:
o Having a supervisor’s respect
o Feeling like they are making a real contribution
o Having control
VII. Lessons from the Theories: Five Steps to Motivating Employees
A. Help Make Employees’ Jobs Intrinsically Rewarding
• Following are some of the ways to make even dull, unchallenging jobs more rewarding
o Rotate jobs/tasks
o Assign team members to special projects giving them a break from the usual grind or
enabling them to pick up a new skill
o Have employees train new employees
o Help employees learn skills to prepare them for a more advanced job
o Have employees make a safety presentation at a safety meeting
SUPERVISORY MANAGEMENT Instructor’s Manual
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o Ask for employees’ help in resolving problems you face, such as cost or deadline overruns,
relationships with other departments, or ways to improve quality
o Have a customer or end-user of your department’s product or service speak to your group.
B. Provide Clear Performance Objectives
• In line with expectancy and goal-setting theories, make sure employees clearly understand what is
expected of them.
o If possible, set concrete, specific, challenging goals as discussed in goal-setting theory.
C. Support Employees’ Performance Efforts
• Help them through intangibles such as building confidence and encouraging them, but also
support them in tangible ways through the resources you provide, through your responsiveness to
their needs, by obtaining additional training for them, and so on.
D. Provide Timely Performance Feedback
• Performance feedback is the fuel employees need to sustain their effort.
o Although the job itself may provide feedback to them, it is important for supervisors to
acknowledge their progress.
• Managers must give favorable as well as unfavorable performance feedback.
E. Reward Employees’ Performance
• Be liberal with rewards, making sure they are earned.
• Managers should be creative with rewards, remembering that rewards are valued differently by
different individuals.
F. Mars Embodies the 5 Motivational Lessons
• Mars Incorporated is one organization that continuously practices these 5 lessons.
• Mars is a diverse, non-unionized (at least in the U.S.), global company whose employees across
regions, divisions, and levels embrace their products, culture, and principles.
• Mars is 100% family owned and the family used sweat equity to build their candy empire
working right along with the employees, so they have credibility and respect.
• The following five core principles are the foundation of the business:
o Quality
o Respect
o Mutuality
o Efficiency
o Freedom
• Given the importance placed on freedom and autonomy, developing cross-divisional talent by
providing employees opportunities to grow within and across divisions is a high priority.
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© 2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
• Mars’ emphasis on employee development goes beyond its corporate boundaries.
o They encourage community involvement through the Mars Volunteers and Mars
Ambassadors programs.
VIII. Chapter Review
The PowerPoint slides correlated with the Lecture Outline above are available on the Instructors CD-
ROM and on the product support website.
PowerPoint Slide 7-1 Chapter 7 Title
PowerPoint Slide 7-2 Learning Objectives
PowerPoint Slide 7-3 Learning Objectives (cont’d)
PowerPoint Slide 7-4 Motivation
PowerPoint Slide 7-5 Determining Employee Engagement (Text Exhibit 7-1)
PowerPoint Slide 7-6 The Three Levels of Motivation (Text Exhibit 7-2)
PowerPoint Slide 7-7 Intrinsic and Extrinsic Motivation
PowerPoint Slide 7-8 Factors Affecting an Individual’s Job Performance (Text Exhibit 7-3)
PowerPoint Slide 7-9 Maslow’s Hierarchy of Needs Theory
PowerPoint Slide 7-10 Maslow’s Hierarchy of Needs Theory (cont’d)
PowerPoint Slide 7-11 Maslow’s Hierarchy of Needs (Text Exhibit 7-4)
PowerPoint Slide 7-12 Qualifying Maslow’s Theory
PowerPoint Slide 7-13 Herzberg’s Theory
PowerPoint Slide 7-14 Herzberg’s Satisfier/Motivator and Dissatisfier/Hygiene Factors (Text Exhibit
7-5)
PowerPoint Slide 7-15 Qualifying Herzberg’s Theory
PowerPoint Slide 7-16 Expectancy Theory
PowerPoint Slide 7-17 Expectancy Theory (Text Exhibit 7-6)
PowerPoint Slide 7-18 Ways to Apply Expectancy Theory (Text Exhibit 7-7)
PowerPoint Slide 7-19 Goal-Setting Theory
PowerPoint Slide 7-20 Equity Theory
PowerPoint Slide 7-21 Equity Theory (cont’d)
PowerPoint Slide 7-22 Reinforcement Theory
PowerPoint Slide 7-23 Job Characteristics Model
PowerPoint Slide 7-24 Job Characteristics Model (cont’d)
PowerPoint Slide 7-25 Job Characteristics Model (Exhibit 7-9)
PowerPoint Slide 7-26 Characteristics of Different Generations (Text Exhibit 7-10)
PowerPoint Slide 7-27 Characteristics of Different Generations (Text Exhibit 7-10) (cont’d)
PowerPoint Slide 7-28 Five Steps to Motivating Employees
PowerPoint slide 7-29 Important Terms
Visual Resources
SUPERVISORY MANAGEMENT Instructor’s Manual
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1. Identify and explain the three levels of employee motivation. Give an example of each for one of the
situations below:
• Customer associate at Home Depot
• Bagboy at grocery chain
• Carpenter for construction company
One level of employee motivation is the direction in which the individual behaves. The employee’s
2. Explain the relationship between motivation and job performance. Can you identify a situation in
which a factor other than your skill or motivation level affected your performance?
Many supervisors assume that an employee’s performance is directly related to an employee’s level
3. Briefly outline Maslow’s theory of the hierarchy of needs. What need levels are addressed by:
• Being promoted from operator to supervisor.
• Setting a new record for individual performance.
• Being selected to attend a special training course.
The two principles underlying Maslow’s hierarchy of needs theory are: people’s needs can be
Solutions to the Questions for Review & Discussion
CHAPTER NOTES Chapter 7
13
physical necessities.
4. In what ways did Frederick Herzberg’s research concerning employee motivation correlate with
Maslow’s hierarchy of needs?
Herzberg found that job satisfaction is related to factors intrinsic to the job (called satisfier or
5. In a management seminar taught by one of the authors to supervisors in a large shipyard, one
supervisor commented: “We have very little opportunity to ‘motivate’ employees. All monetary
factors—starting pay, yearly merit increases, and bonuses based on the yard’s profits—are
controlled by upper management, with no input from supervisors. We don’t have anything to
motivate with.” Do you agree or disagree with this supervisor? Why?
Students’ answers may vary. The supervisor is referring to extrinsic motivation factors, such as pay,
14
6. What are the elements of goal-setting theory? Explain.
According to the goal-setting theory, task goals, properly set and managed, can be an important
employee motivation. Performance goals clarify the expectations between a supervisor and an
• Reinforce goal accomplishments.
7. What relationship, if any, do you see among expectancy theory, goal setting theory, equity theory,
and reinforcement theory? Explain.
Expectancy theory sees behavior as the interplay of the following three factors:
• Expectancy that effort will lead to a given performance result
All four theories view motivation as a conscious behavior.
8. Identify the five core elements of the job characteristics model.
Following are the five core elements of the job characteristics model:
CHAPTER NOTES Chapter 7
15
© 2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
• Autonomy
• Feedback
9. What are some important characteristics of each of the following generations?
• Traditionalist
• Baby Boomer
• Generation X
10. Identify five important steps to motivating employees.
Following are the five things a supervisor can do to help create a motivating environment for
employees:
• Help make employees’ jobs interesting.
Skill Builder 7.1
Career Exercise: What Do You Want from Your Job?
Solutions to the Skill Builders
SUPERVISORY MANAGEMENT Instructor’s Manual
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Works with SCANS competencies: Interpersonal Skill, Information
1. Now that you have completed the ranking, to what extent, if any, do your results reflect Maslow’s
needs theory? Herzberg’s motivation-hygiene theory?
2. Meet with a group of four to six classmates and compare your rankings. To what extent were the
rankings similar? Dissimilar? What might account for any different rankings given by your group?
3. Present a report to the class summarizing the results of your group’s discussion.
According to Maslow’s needs theory individual’s needs can be ranked in a hierarchy of importance.
People are motivated by the next level of unsatisfied need—satisfied needs no longer motivate. If one’s
lower level needs (physiological, safety, belonging) are not satisfied, these will be the most important
1. For each item, identify the levels on the Maslow hierarchy of needs the action addresses.
Students may choose different levels in the hierarchy based on how they perceive the nature of the
need. Those listed below are suggestions:
• Day off or time off (lower level needs)
• Special task force assignment (esteem or self-actualization needs)
• Company outing, picnic (belonging need)
CHAPTER NOTES Chapter 7
17
© 2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
• Direct praise to individual in presence of others (esteem or belonging needs)
• Receiving bonus for reaching production goal (depends on how the individual views money,
as a security need or as an esteem need)
• Being given more responsibility (self-actualization need)
2. Select three items you personally feel would be most important for you at the present time.
Students’ answer will vary.
3. In small groups, discuss your results for items 1 and 2. To what extent did your team members agree
on the three items? Why were there differences? Be prepared to report your results to the rest of the
class.
Skill Builder 7.3
The Job Characteristic Survey: Scoring Your Job
Works with SCANS competencies: Interpersonal Skill, Information, Technology
Students will visit http://www.marscafe.com/php/hr2/jds_quiz.php3 and complete an online survey called
the “Job Diagnostic Survey.” The survey measures the extent to which one’s job provides intrinsic
satisfaction. Scoring the survey results in a score called the motivation potential score (MPS) of the job.
Case 7-1
The Pacesetter
1. What were Jean’s work attitudes before meeting Dan in the hall? What would you predict about
Jean’s motivation and performance over the next year if Jean had not learned of Dan’s performance
evaluation?
Solutions to the Case
Commented [M1]: This link mentioned in the PDF is not func-
tional.
18
2. What were Jean’s work attitudes after talking with Dan in the hall? Given your answer, what do you
predict about Jean’s motivation and performance going forward?
3. What motivation theory in this chapter do you think best applies to explain this situation and predict
how Jean might respond?
CASE 7-2
Nucor, The Surprising Performance Culture of Steelmaker Nucor
1. What are the most relevant concepts from the chapter reflected at Nucor? Comment specifically the
following:
Maslow’s hierarchy of needs
Herzberg’s motivation-hygiene theory
Expectancy theory
Equity theory
Goal-setting theory.
Maslow’s Hierarchy of Needs:
longer serves as a primary motivator of behavior. Employees’ lower level needs are satisfied by the
work environment and pay. Employees can also satisfy higher-level needs, such as esteem needs and
self-actualization needs, by participating in problem solving and receiving recognition.
Expectancy Theory:
CHAPTER NOTES Chapter 7
19
Expectancy theory views an individual’s motivation as a conscious effort involving the expectancy
that a reward will be given for a good result. Three variables that interact are:
• Expectancy that effort will lead to a given performance result.
Incentive pay greatly increases workers earnings.
Equity Theory:
Equity theory states that when people find themselves in situations of inequity or unfairness, they are
motivated to act in ways to change their circumstances. Two factors that determine whether the
employee views the situation as equitable are as follows:
• The inputs (skill, education, experience, and motivation) that an employee brings to the job
Goal-Setting Theory:
According to the goal-setting theory, task goals can be an important employee motivator. At Nucor,